portfolio_kakouri.aikaterini(1)

ΑΡΙΣΤΟΤΕΛΕΙΟ ΠΑΝΕΠΙΣΤΗΜΙΟ ΘΕΣΣΑΛΟΝΙΚΗΣ

ΤΜΗΜΑ ΑΓΓΛΙΚΗΣ ΓΛΩΣΣΑΣ ΚΑΙ ΦΙΛΟΛΟΓΙΑΣ Επιστημονικά Υπεύθυνη: Αρετή-Μαρία Σουγάρη (Επίκουρη Καθηγήτρια) Tομέας Θεωρητικής και Εφαρμοσμένης Γλωσσολογίας

541 24 ΘΕΣΣΑΛΟΝΙΚΗ e-mail: [email protected]

Portfolio Last name: KAKOURI First name: AIKATERINI (in

Greek): ΚΑΚΟΥΡΗ ΑΙΚΑΤΕΡΙΝΗ

Student No: 13345

Submitted for the requirements of

the course ‘Ling3-456 Practice in Teaching English as a Foreign Language’,

School of English, Aristotle University of Thessaloniki

December 2012

mailto:[email protected]

PART A School: 11

th Primary School of Thessaloniki

Cooperating teacher: Skirianidou Ariadni

University Supervisor: Psaltou-Joycey Aggeliki

Practice in Teaching English as a Foreign Language

SCHOOL SCHEDULE

Fall Semester 2012

School: 11th Primary school of Thessaloniki Address: Amalias 60-62

Phone number: 2310831625

Headmaster: Polizoidis Aggelos

Teacher of English: Skirianidou Ariadni


Group: 19 Grade: ΣΤ2 (Teaching)

1 Karagianni Ioanna

2 Kakouri Aikaterini

3 Dimitriou Vaia

Mark: (T - teaching, OB - observation)

Morning classes

Monday Tuesday Wednesday Thursday Friday

Time

1 08:10-08:55

2 08:55-09:40 Ε2(ΟΒ)

3 10:00-10:45 Β2(ΟΒ) ΣΤ1(ΟΒ)

4 10:45-11:30 ΣΤ2(Τ) Β1(ΟΒ) ΣΤ2

5 11:45-12:25

6 12:35-13:15 ΣΤ2

7 13:20-14:00 ΣΤ2

Evening classes


Time

1

2

3


Registry

Fall Semester 2012

School: 11th

Primary School of Thessaloniki Teacher: Ms. Skirianidou Ariadni

Group :19 Week1 Week 2 Week 3 Week 4

Last / 29/10 30/1 31/1 1/ 5/11 6/11 7/ 8/ 12 13/1 14 15 19/1 20 21 22/1

First 0 0 11 11 11 /1 1 /1 /1 1 /1 /1 1

Name 1 1 1 1 1

1 Karagiann -- --

i Ioanna

2 Kakouri -- --

Aikaterin

i

3 Dimitrio -- --

u Vaia

Lessons missed due to school reasons Individual absences

Date Reason Date Name Reason

5/11/ 2012 School elections -- -- -- -- -- --

7/11/ 2012 Strike


TEACHING RECORD

Fall Semester 2012

S Sum (in minutes) / T Total (in minutes)

Group ΣΤ2 Week 2 Week3 Week4

:19

Last / First Name / 6/11 / 8/ S 12/1 13 14/ 15 S 1 2 21 22 S T 11 1 /1 11 /1 9 0/ /1 /1

1 1 / 1 1 1

1 1

1

1 Kakouri -- -- 85 45 130

Aikaterini mts mts mts

2 Karagianni 125 125

Ioanna mts mts

3 Dimitriou Vaia 170 170

mts mts


OBSERVATION REPORT Fall semester 2012

NAME OF OBSERVER(S) [Group: 19 Week: 1 Date: 29/10/2012 Observation No.1

1) Last name: Dimitriou First name: Vaia Code: 13053

2) Last name: Karagianni First name: Ioanna Code: 13346

3) Last name: Kakouri First name: Aikaterini Code: 13345

School: 11th Primary School of Thessaloniki

Teacher: Skirianidou Ariadni Time: 10:45 Length: 45 mins Grade: ΣΤ2 No

of learners (present): B: 4 G: 8

Observation focus: The opening and ending of the lesson

The lesson started on time. Generally, the teacher is the last one to enter the classroom and she signals

the beginning of the lesson by closing the door and making her appearance noticeable. The lesson

opened with a five to ten minute discussion about how the students had spent their weekend and, since

it was the 28th

of October, they talked about the parade. During this discussion the teacher controlled

the flow of the talk, so as the students do not get absent-minded and cause discipline problems. After

this short conversation, the teacher continued the lesson by reminding the students the theme of their

previous lesson and asked them to open their books on the particular page that this lesson was to be

based upon. The lesson was about Simple Present and Present Continuous, so the teacher asked the

students to read aloud some examples from the book. During this activity, the teacher simultaneously

wrote on the board the formation and the use of these specific tenses. The final activity aimed to the

familiarization of the learners with the use of Present Continuous. It is remarkable that the teacher

encouraged all of the learners to participate actively. Besides, it appeared that the teacher had a well-

organized lesson plan, she did not exceed the time limits and, as a result, she managed to assign

homework, taking the necessary time to explain and give clear instructions before the bell would ring.

By the time the bell rung, the lesson had already finished.



NAME OF OBSERVER(S) [Group: 19 Week: 1 Date:30/10/2012 Observation No: 2





Teacher: Skirianidou Ariadni Time:12:40 Length: 40 mins Grade: ΣΤ2 No of

learners (present): B 4 G 8

Observation focus: Teacher Input and Teacher Talk

The class (and the school in general) is of low level, consisted of pupils from foreign countries

(Albania, Armenia and others). This multilingualism creates the strong need of switching into Greek to

help the pupils follow the lesson. The teacher tries to use as much English as she can, but when she

feels that the students get frustrated, she explains herself in Greek. Her language is simplified to match

the learners’ level which differs from one to the other and is generally very low. Her speech is slow and

the vocabulary she uses is simple, articulating the words clearly and loudly. More specifically, the

teacher’s voice is loud and clearly heard by the whole class, thus revealing her confident and dynamic

character. When she is about to face discipline problems she raises her voice as to impose herself. What

is more, we notice a variation in her pitch and her intonation, aiming to attract students’ attention and

make them understand better what she is talking about. She does not use hesitation markers, a fact that

points to her confidence and her very-well prepared lesson plan. Besides, she uses certain phrases

(‘Good!’, ‘Excellent’, ‘Yes!’, ‘Right!’) to praise good performance and to encourage the learners. The

teacher dominates the amount of talking time, but, at the same time, she gives equal and enough

opportunities to all of the pupils to speak, leaving them ample time to construct their answers. What is

important, is that the lesson is learner-centered, organized according to the learners’ needs and their

learning styles.



NAME OF OBSERVER(S) [Group: 19 Week: 1 Date: 31/10/2012 Observation No: 3





Teacher: Skirianidou Ariadni Time: 13:30 Length: 30mins Grade:ΣΤ2

No of learners (present): B8 G4

Observation focus: Providing Feedback

To begin with, the teacher always gives explicit and corrective feedback to the pupils in a variety of

ways. In terms of vocabulary, for example, she writes on the board the unknown word and gives

definitions both in Greek and in English (e.g she writes Wales=Ουαλία but Welsh= something or

something from Wales). What is more, sometimes the teacher tries to extract the definition of the

unknown word contextually. She gives a lot of examples in English and, as a result, she encourages the

pupils to think and participate actively in the lesson. Besides, she provides opposites, helping the

students to guess the unknown words. She also uses teaching aids (like maps) and movements to

explain. Usually, the teacher corrects learners’ errors by using recasts. The learner responsible for the

error is encouraged to correct himself/ herself. If he/ she is not able to correct the error, the teacher asks

another pupil to provide an answer or she provides it herself. It seems that the teacher is more

interested in accuracy, but this varies depending on the exercise that the pupils are involved in. For

instance, in a grammar exercise she focuses on the correct form but in games she is more concerned

about effective communication among the learners. All types of errors attract the teacher’s attention but

she doesn’t forces the students, correcting every single mistake they make. On the contrary, when

mistakes are made the teacher provides the rule that was broken and reinforces students to think

themselves of the correct form. In addition, the teacher leaves pupils ample time to think and respond

to questions. What is important is that the teacher does not forget to praise good performance with

verbal forms (‘Very Good!’, ‘Excellent!’, ‘Yes!’) and she shows variety in her acceptance of ‘good’

answers.



NAME OF OBSERVER(S) [Group: 19 Week: 1 Date: 01/11/2012 Observation:No.4





Teacher: Skirianidou Ariadni Time: 08:55 Length: 45 mins Grade: Ε2

No of learners (present): B: 7 G: 6

Observation focus: Teaching aids

The teacher used a variety of teaching aids to supplement the lesson. These teaching aids were the

chalkboard, a map and some realia. The main use of the chalkboard was to write some unknown words

on it or generally words that the teacher wanted the learners to pay extreme attention to. What is more,

it was also used for homework assignment as well as for the instructions needed about it. It is also

remarkable that the teacher was very attentive with her writing, making it clear enough (big letters,

simplified writing) for the pupils to have a full understanding of it. Nevertheless, the teacher also used

a map and some realia to supplement the lesson and intrigue the students’ attention. She used a map of

Great Britain which was linked to a text of the coursebook that focused on this certain region. The map

was used effectively, since it is generally easier for the children to comprehend a text having visual aids

too. Later on, realia were also incorporated in the lesson, aiming again to a much more clear idea about

the theme discussed. Specifically, the teacher brought a box with toys (a traditional black cab and a red

bus) to indicate the symbols of London. This way the lesson was made livelier. Last but not least,

learners’ interest was continuously maintained, and simultaneously some cultural information about

England was transmitted implicitly.








Teacher: Skirianidou Ariadni Time: 10:45 Length: 45 mins Grade: ΣΤ2 No of


Observation focus: Classroom management and discipline

To begin with, the lesson always starts on time. When pupils are asked to execute various activities,

they are alloted the necessary time and they are provided ample time to think and formulate their

answers. The teacher encourages all of the pupils to participate in the lesson and she attracts their

attention by coloring her voice tone so that they engage in the tasks. Generally, the teacher speaks

loudly and clearly to help students understand her. As far as the seating arrangement is concerned, the

pupils seat in tables, something which the teacher takes advantage of, reinforcing the pupils to co-

operate. When the teacher comes to face discipline issues, she imposes herself on the students by

talking louder or by making facial expressions to show her disappointment. What is more, she pays

more attention to trouble makers, trying in this way to prevent problematic behavior. What is

noticeable is that she knows the learners’ needs and she is proximate to them. In addition, the teacher

always has a well-organized lesson plan which she faithfully follows. Besides, she handles her time

efficiently. Last but not least, the teacher does not make decisions on the spot and she is confident

about her lesson, knowing the exact aims of the materials she is teaching.


OBSERVATION REPORT

Fall Semester 2012

NAME OF OBSERVER(S) [Group: 19 Week: 2 Date: 08/11/2012 ObservationNo:6


2) Last name: Karagianni First name: Ioana Code: 13346



Teacher: Skirianidou Ariadni Time: 10:00 Length: 45 mins Grade: ΣΤ1

No of learners (present): B: 9 G: 3

Observation focus:

Lesson planning and preparation

The learning goal of this particular lesson was to revise question words (who, where, what, how) and,

more specifically, to remind students how interrogative sentences are formed using question words.

This aim was successfully achieved as the lesson had distinct learning stages, was very well organized,

and was embroidered with a variety of teaching aids. The teacher had prepared all the necessary

teaching aids to maintain learners’ interest. More specifically, she used some photos depicting famous

people, and she pretended to be one of them. She asked the learners to address her questions using the

question words they have learned. She performed this task as a role-playing, using the appropriate body

language and posture. When the pupils made mistakes, she provided useful feedback. What

embellished the lesson, was that, when she answered the pupils’ questions, the teacher did not just

simply answer using her own imagination but had done a little research and provided pupils with some

authentic material about these famous persons’ lives, something that children of this age are really

interested in. In general, it was a clearly planned lesson as it was also linked with learners’ prior

knowledge. What is more, the teacher was very flexible. In the end of the lesson, there was some time

left and so the teacher made an on-the-spot decision to do a speaking task. In this way, the students had

the chance to relax and, meanwhile, they were given the opportunity to collaborate and communicate

with each other.








Teacher: Skirianidou Ariadni Time: 10:45 Length: 45mins Grade: B1

No of learners (present): B 7 G 9

Observation focus: The Teacher’s Body Language and Body Posture.

From the beginning of the lesson one could easily detect the air of confidence that the teacher had.

She was excited and felt very comfortable in the classroom, and that created a happy and friendly

atmosphere. She used a lot of facial expressions and hand gestures, showing the pupils what actually

means, for instance, the word ‘happy’, ‘ sad’, ‘sleepy’, etc. What is more, she didn’t stand still in one

place during the lesson, but moved all around the classroom, using movements to make the lesson

livelier and to help students understand certain phrases (for example ‘step on something’). She

constantly had eye contact with all of the pupils to show that she is interested in them, to be more

communicative and to be able to realize that they have got the point of what she was teaching them.

Besides, she attracted the pupils’ attention by drawing on the board, singing along with them, raising

and varying the tone of her voice and using body language. Last but not least, her facial expressions

and her posture revealed her experience as well as her deep knowledge of how to maintain interest in

the classroom.






3) Last name: Κakouri First name: Aikaterini Code: 13345


Teacher: Skirianidou Ariadni Time: 10:00- 10:45 Length: 45mts Grade: B2


Observation focus: Teaching Pronunciation

The teacher’s speech is fluent and consistent. She has an American-like accent, characterised by

accuracy. What is more, the tone of her voice inside the classroom is loud and clear. In general,

feedback is provided in the target language and, if only absolutely necessary, in the mother tongue. As

far as pronunciation feedback is concerned, it is taught implicitly through repetition. For instance, when

a word is pronounced wrongly, the teacher provides the correct input and the learner is asked to repeat

the particular word again and again until he/she fully acquires the right pronunciation of it. As far as

learners are regarded, we detected some pronunciation errors based on consonants and vowels. For

example, one child pronounced “daddy” as “babby”, whereas another one pronounced “brother” as

“broder”. The error in pronunciation concerning vowels was the word “my”, that was pronounced as

/mi/ instead of /mai/. What is important is that learners respond positively in this implicit way of

teaching pronunciation and giving corrective feedback, even if sometimes they do not understand every

single word.


LESSON PLAN

Fall Semester 2012

Group: 19 Week: 2 Date: 06/11/2012 (Note: Mts stands for minutes; e.g. 5' - length of a

particular activity)

School:11th Primary School of Thessaloniki Grade:6th Time: 12:35-13:15 Length:30 Mts ( a

short test provided by teacher before my lesson starts.)

Main aim: To revise the use of question words and to

focus on some expressions of preferences.

Student Mts Aim(s) of Language Vocabul

Teacher activity ary

KAKOURI 10 To form Question Who,

AIKATERIN questions forming when,

I using the with the where,

question question how.

words. words.

No of learners: B:4 G:8

Skills: writing,

speaking, reading.

Methodology Teaching Aids

Role play activity Pupil’s (interview a star) I will Workbook

first show two pictures exercise 5, page

to the students. The first 4.

one is a picture of a A picture of

famous singer and the Demy, a singer.

second is a picture of a A picture

football player. I will printed.

give them some time to (Christiano

recognize the people in Ronaldo,

the pictures and then football player)

they will open their

workbooks in order to

do exercise 5, page 4.

For this particular

activity the pupils will

have to form questions to

interview the people in

the pictures I showed

earlier, using the

words : who ,what,

when, where, how.

They have to imagine

that they are the

journalists and they

interview this famous

person.

KAKOURI 10 to read Expressio I like, I Guessing Game A photocopy

AIKATERIN without n about hate , I 1 :Firstly the pupils will with 10

I understandi preference adore, be divided in 3 groups. statements about

ng all the s. My Each group will have to Demy’s life.

words of a favourite guess if the sentence

text. …….is about Demy’s life is

…… true or false. Then they

reveal their answers and

their scores will be

written on the board so

that the game will end

with a winner team.

KAKOURI 5 To focus on Expressio I like, I Eliciting some new A photocopy

AIKATERIN some n about hate , I expressions using the with 10

I expressions preference adore, text.Ask the students to statements about

about s. My underline some Demy’s life.

preferences. favourite expressions

is…… about preferences such

as I like,I hate ,I adore

or any other unknown

words they may have .I

will write them on the

board too explaining

what they mean and I

will provide some

examples with theses words.

Student Mts Aim(s) of Language Vocabul Methodology Teaching Aids

Teacher activity ary

KAKOURI 15 To scan Talk about Striker, Guessing Game A quiz about

AIKATERIN without football. midfield 2 :Firstly the pupils will football stars.

I understandi er player. be divided in 3 groups.

ng all the Each group will have to

words. guess if the sentences are about Becham or

Ronaldo. Then they

reveal their answers and

their scores will be

written on the board so

that the game will end

with a winner team.

By the end of the lesson, the learners will have fully acquired how to form questions with question

words and will be familiarized

with some new vocabulary about preferences and football.

Demy

True or false?

1. Demy is an actress.

2.Demy lives in Thessaloniki

3 She is 25 years old

4.She studies in Law School of Athens

5. She hates iphones

6. She adores technology

7. She does not like fashion.

8. She really enjoys reading books.

9. She likes watering the flowers.

10. Her favourite sweet is chocolate.

www.britishcouncil.org/learnenglishkids

Football stars

How well do you know these top football players? Try this quiz and find out!

David Beckham or Ronaldo Luνs Nazαrio de Lima?

Write ‘B’ for Beckham and ‘R’ for Ronaldo

1) He’s English.

2) He’s Brazilian.

3) His nickname is ‘The Phenomenon’.

4) He was born in Leytonstone, 2 May, 1975.

5) He was born in Rio de Janeiro, 22 September 1976.

6) He has 3 sons (Brooklyn, Romeo and Cruz) with his wife, Victoria Adams.

7) He’s divorced with a son, Ronald.

8) He’s 1m. 83cm. tall and weighs 82 kg.

9) He’s 1m. 82cm. tall.

10) He’s a midfield player, and captain of the England national team. 11)

He’s a striker.

12) His previous football clubs include Cruzeiro Esporte Clube 1993-4, PSV Eindhoven

1994-5, FC Barcelona 1996-7 and Inter Milan 1997-2002. He’s been playing for

Real Madrid since 2002.

13) He moved from Manchester United to Real Madrid in 2003.

14) He was World Player of the Year in 1996, 1997 and 2002.

15) He has a Football Academy for boys and girls to play football and learn about

http://www.britishcouncil.org/learnenglishkids/

Health and exercise.

16) In his free time he likes playing with his children, playing golf and going shopping. 17)

He loves dancing the samba and going to the beach. © The British Council, 2009

The United Kingdom’s international organisation for educational opportunities and cultural relations. A registered charity : 209131 (England and Wales) SC037733 (Scotland).

Material sources:

Demy image: Celebrity magazine Greece, august 2012, page 50

Ronaldo image: www.googleimages.gr

Photocopy with statements about Demy: Kakouri Aikaterini,

06/11/2012, group 19.

http://learnenglishkids.britishcouncil.org/sites/kids/files/attachm

ent/football-stars-activity_0.pdf

http://www.googleimages.gr/

http://learnenglishkids.britishcouncil.org/sites/kids/files/attachm/


REFLECTIVE PRACTICE REPORT

Fall Semest 2012

Trainee Teacher: KAKOURI AIKATERINI Group: 19 Week: 2 Report:


Date: 06/11/2012 Grade: 6th Length:30minutes

Prior to the lesson: Except for the fact that I am totally inexperienced, there are also some other

factors which may influence the lesson directly. First of all the teacher has planned a short test which

reduces the duration of my lesson from 40 to 30 minutes. This will affect the lesson in many ways. The

lesson is sceduled as the last one in the school programme therefore the students will be exhausted

having attended all the previous lessons. What is more, the test arranged will also make them more

tired and less concentrated on the lesson. For this reason the activities I selected are mainly relaxing

and emphasize communication so that children's interest will be maintained and they will actively

participate. Another thing that needs to be taken seriously into consideration is the fact that there are

some children in the classroom that have some learning difficulties due to some cognitive deficiencies

they face. Consequently it is crucial to help them feel part of the classroom, that they belong there, and

to participate. Last but not least another concern about my lesson is to what extend I will keep a

balance between the mother tongue and the language target. In my classroom there are these learners

with these particular disorders and the class is multicultural. As a result it is possible that i will use

Greek, in case they seem very confused, especially if they need clarifications about the instructions of

an activity.

As far as the reaction of the pupils to the activities is concerned, I expect that they will be very

positive. I assume they will all be very enthusiastic and participate as the activities reflect the interests of

their age and require everybody to be involved. During the first week of observation I noticed that

they are very fond of football and music and I attempted to plan a lesson based on their interests so that they

are intrigued about the theme of the lesson. What is more I also anticipate that they will be

cooperative as they are asked to work in groups .It not likely to face discipline problems if they are

engaged in activities that maintain their interest and play games in the classroom. If discipline

problems appear I believe it will be mainly due to the enthusiasm for the games and activities. The

activity that will mainly help to achieve the aim of the lesson is an exercise from workbook which will be

very interesting when they see some pictures of their favourite stars and especially later when they

will deal with some texts about their lives.

For this lesson the knowledge of the question words will prove very useful as children will have to form

question by using them.

After the lesson: The main objective of the lesson was to revise question words and give students

some new comprehensible input about talking about preferences. These goals were partially achieved

as this lesson was limiting due to scheduled test that reduced the length of the lesson. However even

though there was not ample time so that all activities can be carried out the whole lesson plan was

followed as the students seem to respond positively to the activities planned. Learners were very

enthusiastic about the lesson, especially with the pictures of the stars I showed them, as well as the

guessing game with true and false sentences. There were not serious discipline problems as when they

were noisy it was mostly due to the enthusiasm for the game. As far as the time management is

concerned I should be more careful as the last activity was not carried out and I assigned it as

homework for the next day. The bell rang and I had not completed the last activity of my lesson plan

which really made me nervous. I decided to assign it as homework for the next lesson. Overall I think it

was a well -planned lesson based mainly on their interests and relaxing as they were tired from the test

they wrote. I tried to supplement the activity in the book by providing them with some photos of

famous people they admire and some real facts about their lives. I believe it was a lesson that practiced

writing skills as they had to form questions using the question words. They also practiced their

speaking skills as they had to collaborate in groups to deal with the text about Demy. Lastly, they had

to read a text without knowing all the words and guess which of the assertions about the famous singer

are true. This way they also practiced their reading skills.


LESSON COMMENT FORM x Fall Semester 2012

Student Teacher: Kakouri Aikaterini Group: 19 Week: 2 Date: 6/11/2012

School: 11th Primary School of Thessaloniki Grade: ΣΤ2 Length: 40 minutes

Observer: Karagianni Ioanna

Please tick .

E excellent VG very good S satisfactory BS below satisfactory

LESSON UNFOLDED

Opening: Start of the lesson

Pace and variety

Language/voice quality /amount of teacher talk Giving instructions

Providing feedback

Use of teaching aids

Body language/posture

Classroom management

Classroom atmosphere

Focusing on learning strategies

Teaching pronunciation

Closure: End of the lesson

OVERALL IMPRESSION

Aim of activities perceived

Learning outcomes achieved

Learners' interest maintained

Suitability of activities

Time management

Lesson planning (+preparation)

Comments:

E VG S BS Recommendations

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x


LESSON COMMENT FORM

Fall Semester 2012


School: 11th Primary School of Thessaloniki Grade: ΣΤ2 Length: minutes Observer:

Dimitriou Vaia

Please tick .


LESSON UNFOLDED E VG S BS Recommendations


Pace and variety

Language/voice quality Sometimes while sitting at the /amount of teacher talk back I found it difficult to

hear what she was saying so I think that she should try to speak louder and clearer

Giving instructions

Providing feedback



Classroom management At some points the learners talked to each other and I think that she should have been able to impose herself to them.





OVERALL IMPRESSION





Time management


Comments: It was a very nice lesson, very interesting and learners seems to enjoy it very much.

By the time the bell rang the teacher was still distributing sheets for homework and the necessary instructions were not given. Of course this was expected since the teacher took the 15 fist minutes for a test.


LESSON PLAN 2 Fall Semester 2012

Group:19 Week:2 Date:08/11/2012 (Note: Mts stands for minutes; e.g. 5' - length of a particular

activity)

School:11 th Primary School of Thessaloniki Grade: 6th Time: 10:45- 11:30 Length: 45Mts

No of learners:12 B:4 G8

Main aim: to introduce some new vocabulary about shopping Skills: Reading,

speaking.

Student Mts Aim(s) of Languag Vocabulary Methodology Teaching

Teacher activity e Aids

To relate some Talking Chemist’s, Hangman game. Chalkboard.

KAKOURI 10 prior knowledge about florist’s, Students are asked to

AIKATERIN learners may have shops. stationer’s, write a shop on the

I with some new newsagents. board without

vocabulary about revealing to the rest

shops. of the students the

word. They have to guess the word their classmate has

selected to win. I

will start first

playing hangman

and then some others

students will select

words too.

KAKOURI 5 To create the need Talking Dairy Warm up- /Pre - Chalkboard

AIKATERIN for some new about products, reading task. Coursebook

I words. This way products. poultry, Students are asked to .(page14, .

they will more muffins, etc. look at a picture with A)

easily remember various departments

them and use in a supermarket and

them. answer what each

department sells.

They may not all

know all the words

they want to say.in

this case I provide

them with the word

on the board.

KAKOURI 10 To understand a Different Greengrocer’ Reading task(giving Coursebook

AIKATERIN text without departme s, bakery , a title activity). (page 14,B)

I knowing all nt in a don’t cost the Students are asked to

words and later supermar earth , work in groups.

focusing on some ket organic After they have

words of the text products. silently read the text

that are related to they have to work as

the theme of the a team to find which

unit (shopping) title is appropriate

for each paragraph

paragraph.

Student Mts Aim(s) of Languag Vocabulary Methodology Teaching

Teacher activity e Aids

KAKOURI 10 To focus on Talking Rich Reading .(scanning Coursebook

AIKATERIN specific about breakfast, activity) (page 15.B)

I information in a food. variety of Students read the

text. sweets, text aloud again so

healthy food. that we can pay

attention at unknown

words they may

have. Later on, they

are asked to fill in an

exercise in which

there are some

sentences with some

information. They

will have to decide

in which paragraph

we find these information.

KAKOURI 10 To be able to talk Talking Butcher’s, Post reading Workbook

AIKATERIN about shops and about greengrocer’s activity. Students (page9,

I what they sell. shops, , bakery’s, have to look at some exercise

products clothes, pictures of shops, A1)

sold department name them and write

there. store. what they can buy in each of them. I will

then assign as

homework an

exercise in which they have to match

shops and products

(page10 exercise 2)

By the end of the lesson, the learners will be able to name shops ( butcher’s , greengrocer’s etc) and talk

about what these shops sell.




School: 11th

Primary School of Thessaloniki Grade: ΣΤ2 Length: 45 minutes Observer:

Karagianni Ioanna

Please tick .



Opening: Start of the lesson x

Pace and variety x

Language/voice quality x /amount of teacher talk Giving instructions x

Providing feedback x

Use of teaching aids x

Body language/posture x

Classroom management x

Classroom atmosphere x

Focusing on learning strategies x

Teaching pronunciation x

Closure: End of the lesson x

OVERALL IMPRESSION

Aim of activities perceived x

Learning outcomes achieved x

Learners' interest maintained x

Suitability of activities x

Time management x

Lesson planning (+preparation) x

Comments: The teacher trainee

made a grammatical mistake and this frustrated the pupils.


LESSON COMMENT FORM

Fall Semester 2012

Student Teacher: Κakouri Aikaterini Group: 19 Week: 2 Date: 8/11/2012

School: 11th Primary School of Thessaloniki Grade: ΣΤ2 Length: 40mts

Observer: Dimitriou Vaia

Please tick .


LESSON UNFOLDED


Pace and variety


Providing feedback








OVERALL IMPRESSION




In the hangman the learners were asked to write stores but they were writing the store owners, for example florist instead of florist’s and this wasn’t corrected later on by the teacher

Sometimes the learners were talking to each other and the teacher should have tried to impose herself



Time management


Comments: It was a well- organised lesson plan and learners liked it very much. My only objection is that since the teacher introduced a new unit she should have given the appropriate vocabulary for testing. Generally though it was a great lesson.


REFLECTIVE PRACTICE REPORT Fall Semester 2012

Trainee Teacher: KAKOURI AIKATERINI Group: 19 Week: 2 Report: 2

School: 11th

Primary School of Thessaloniki

Date:08/11/2012 Grade: 6th Length: 45 Minutes

Prior to the lesson:

In this lesson, unlikely the traditional way of planning a games at the end of a lesson so that students

can relax ,I chose to start the lesson with it as it will be a very effective student’s attention and curiosity

about the new unit introduced. However this may cause some discipline problems as children get really

excited when games are carried out in the classroom. What is more it may not be possible all the

students to participate in hangman, as this would mean spending a very important amount of time on

this activity whereas is just an introductory activity. I have tried to allot better the time among the

activities so that I will not deal with the same time management issues I faced in the previous lesson.

This is a lesson besed mainy on reading skills and speaking skills. Despite the fact that is a new unit

with new vocabulary I avoided giving an impersonal and tiring bilingual list with the words and their

translation in Greek as simple exposure to the text and some activities related to it will force them

discover this new vocabulary. There are also some activities in workbook that focus on vocabulary of

the text and will be assigned as homework so that students will concentrate on some particular words

of the text (shops ,products sold in them ) Besides I have planned that in the next lesson the focus will

be again on this vocabulary so that I become sure they have fully acquired it.

After the lesson:

The main aim of this lesson was to provide students with some new vocabulary implicitly and

simultaneously focusing on their reading skills. The goal was achieved and the time was more than

enough to cover all the activities planned. In fact there was some time left and I had the chance to make

them practice upon the new vocabulary. The hangman was a very good idea. The pupils participated

and seemed as if they were really enjoying the lesson but as I was the first one to play I made a

mistake. Instead of writing “chemist’s” to indicate the shop I wrote simply “chemist” which may prove

confusing for them , but I will try to make them aware of the rule with apostrophe for the shops like

‘ chemist’s,’ ‘florist’s ‘in the next lesson. As far as the reading tasks is concerned they were capable of

handling a text without knowing every single word in it but they felt the need to discover new words

that they have never seen before or do not know what they mean. The activities in workbook helped

them also to deal with the new vocabulary about shopping. All in all I believe it was a well planned

lesson The most successful part for the learners was perhaps the hangman , which is very natural ,as

they are children and they are fond of games. What is also remarkable though is that during the reading tasks

that they were asked to do they had to work as a group. This way they collaborated and tried to guess

meaning from the context. My main concern which was the time management was efficiently

confronted as not only all the activities were carried out but also I had time for extra ones. This lesson was

very challenging for me as I tried to focus on the school books so that I would have a chance to work with

the materials provided from the school and have a closer contact with the state school

reality. Hangman was used to supplement the lesson and the activities in their books were more than enough

to cover the main objective of the lesson.


LESSON PLAN _____ Fall Semester 2012

Group: 19 Week: 2 Date:12/11/2012 (Note: Mts stands for minutes; e.g. 5' - length of a particular

activity)

School:11th

Primary School of Thessaloniki Grade: 6th

Time: 10:45-11:30 Length: 45 Minutes No

of learners: B: 4 G: 8

Main aim: To be familiarized with some new vocabulary about Skills: writing, speaking.

shopping and shops.

Student Mts Aim(s) of Language Vocabulary Methodology Teaching

Teacher activity Aids

KAKOURI 5 To revise Naming Bakery, Activating previous A photocopy

AIKATERI Minut the shops. newsagent’s, vocabulary knowledge with the task.

NI es vocabulary butcher’s, activity.

about shops. chemist’s, There are six definitions

florist’s, about shops in English.

greengrocer’s. For instance : ‘’ you can buy bread and cakes

here’’. The students have

to guess which shop

corresponds to this

definition. E.g bakery.

And write it next to the

definition. It is an exercise

to confirm that they

remember the necessary

vocabulary about shops.

KAKOURI 5 Having Vocabulary Reasonable Fill -in the gap A photocopy

AIKATERI Minut learnt some about price, in cash, activity(ne wiabulary with the task.

NI es basic prices, by credit card, introduced). Learners will

vocabulary payments. cheap, have to fill in the blanks

about shops expensive, with some words about

there is an write a check. prices and payments.

attempt to These words are new

expand their words that they are going

vocabulary to learn it in a meaningful

by context and not simply by

providing giving them a list with

them some their meaning. For

more example these sentences

comprehens also indicate that the word

ible input cash for instance is

about accompanied by the

prices, preposition in (in cash).

payments This way they are able to

etc. see how these new words are used in everyday

language and they do not

focus only on their

meaning.

KAKOURI AIKTERIN I

Student Mts Aim(s) of Language Vocabulary Methodology Teaching

Teacher activity Aids

KAKOURI 15 To be Excuse me I Whole grain Role play game. Chalkboard,

AIKATERI engaged in would like bread, Three students are chosen pictures of

NI a speaking Do you antiseptic to be products,

activity that have cream, cough shopkeepers.( newsagent’s little cards

provides a any?some… syrup. , cafι, bakery) .My desk is with the

real life going to be the chemist’s. words of the

situation. Here you The rest will be customers. products.

are, here’s There will be some

your…. pictures of these products

that these shops sell and

also separately the words

that represent them. For

example there will be a

picture of whole grain

bread and a little piece of

paper with the word whole

grain bread the students

will have to choose in

randomly one of these

words, go the right shop

ask for the product and

take it (picture) from the

shopkeeper. I will have

written on the chalkboard

some expressions to help

them produce the dialogue.

KATERIN 10 New Products Whole grain Eliciting some new Chalkboard .

A vocabulary that are sold bread, vocabulary from the

KAKOURI will be in several antiseptic game

1 elicited stores, cream, white Then the students stand up

from the bread etc. and write on the board the

game. product that they had to

buy. I ask for the meaning

of these words and if there

are unknown words I

explain the meaning and

give them some additional

information about them.

E.g. chocolate.- we do not

count it we say a bar of

chocolate so that there will

be a link between this

lesson and the next one

which will focus on

countable and uncountable nouns.

By the end of the lesson, the learners wil be able to talk about prices and payments and be take part in a dialogue customer- shopkeeper.

Write the right shop!!! 1. You can buy bread and cakes here.

2. You can buy magazines here.

3. You can buy meat and poultry here.

4. You can buy medicines here.

5. You can buy plants and flowers here.

6. You can buy fruit and vegetables here.

Fill in the blanks with the words in the box below: 1) reasonable cheap expensive (2) cash check Credit card

(2) The price:

If something costs a lot of money then it is ____________. But if it’s on sale then it is usually ____________. A

____________ price is the price that you would expect to pay for something.

(2) Payment:

When you pay for something, if you have enough money in your pocket you can pay in___________. If you

don’t, you can pay by _____________ or write a _____________.

Cake Newspaper Antiseptic cream Chocolate

Whole grain bread Cup of tea

Cough syrup White bread

Glass of coke Magazine

Newspaper Whole grain bread Antiseptic cream Cup of tea

Material sources:

Created by Kakouri Aikaterini, 12/11/2012 ,group 19




School: 11th Primary School of Thessaloniki Grade: ΣΤ2 Length: 45 mins


Please tick .


LESSON UNFOLDED


Pace and variety


Providing feedback








OVERALL IMPRESSION





Time management


Comments:


x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x


LESSON COMMENT FORM

Fall Semester 2012


School: 11th Primary School of THESSALONIKH Grade: ΣΤ2 Length: 45mts Observer:

Dimitriou Vaia

Please tick .




Pace and variety

Language/voice quality /amount of teacher talk

Giving instructions

Providing feedback

Use of teaching aids Sometimes the use of the board was not clear and learners got confused. For example correct answers where written in the centre of the board but when there was no room left they were written somewhere on the left, somewhere on the right whereas there should have been in the order as said inside the classroom.







OVERALL IMPRESSION





Time management


Comments: There was some disturbance in the beginning since the teacher was 2 to 3 mts late for class. Apart from this it was a very well planned lesson.



Fall Semester 2012__

Trainee Teacher: KAKOURI AIKATERINI Group: 19 Week: 2 Report: Number 3


Date: 12/11/2012 Grade:6th

Length: 45 Minutes


The core of this lesson will be a role playing game. There are several parametres that need to be taken

into consideration about it. Its main goal is to assist children acquire some new vocabulary implicitly

through the game and simultaneously practice and activate some background knowledge thy already

have. What is more this game is a very good opportunity for all children to practice their

communicative skills engaged in real-life situation activities like the customer - shopkeeper dialogue.

This lesson requires also some prior knowledge from the previous lesson, as learners have to recall

some specific vocabulary about shops. However, this game is challenging as far as the discipline of the

class is concerned. Learners will have to stand up, pretend that they really go to the particular shop they

are asked to which may leave some space to the ‘troublemakers’ to make noise. The activities planned

and the game will be a way of testing if they have fully acquired what it was taught in the previous

lesson. Based on this previous knowledge (naming shops) there will be made an attempt to provide

them with some new comprehensible input closely related to their previous lesson (payments, talking

about prices, learn some other products sold in shops). This way, there will be coherence between the

lessons. What also really makes me stressful is the time management issue. The game is time

consuming and I do not know if it will be completed because I want each one of them to participate and

some time is needed to organize the game and give them instructions about it too.

After the lesson:

The aim of the lesson was fulfilled and the activities planned seemed appropriate for the achievement

of the goal. The role playing game was carried out successfully and there was positive response by the

children. They actively participated and showed great enthusiasm. There were not major discipline

problems and everything seemed to be under control and organized. However there was some time left

as I thought the game will last longer. I believed I showed flexibility though, as I decided to make a

brief introduction to countable/uncountable nouns which will be the focus of the subsequent lesson. It

was a smooth transition from the game to the book and this way there was a balance and coherence

between the lessons. However, it was on the spot-decision and I found it very difficult to improvise and

find something to cover the time left. This led me to the conclusion that is always very advisable to

plan some extra activities in cases time is left. I really enjoyed the fact that I have dealt with both

running out of time and having some extra time left so that I can see how I would cope with both

problems. The whole procedure of the lesson indicated that the pupils had the required knowledge for

playing the game was fully acquired by the students. This way I discovered that not giving them the

vocabulary as a bilingual word list they had to learn as a dictation, was not a burden in acquiring

vocabulary. They have learnt the words through the reading tasks and some other activities for practice used

in the previous lesson. As a result they were ready to receive some new input about the same topic (shopping)

that will help them have a deeper knowledge of the theme.

PART B School: 17

th Lower secondary school of Thessaloniki

Cooperating teacher: Kalaitzidou Melina

University Supervisor: Psaltou- Joycey Aggeliki


SCHOOL SCHEDULE

Fall Semester 2012

School: 17th lower secondary school of Thessaloniki Address: Xristopoulou 6


Headmaster: Papargiriou Argirios

Teacher of English: Kalaitzidou Melina


Group: 19 Grade: A1 (Teaching)

1 Dimitriou Vaia

2 Kakouri Aikaterini

3 Karagianni Ioanna

Mark: (T - teaching, OB - observation)

Morning classes


Time

1 08:15-9:00 B1(OB)

2 09:05-09:50 A1(T)

3 10:00-10:45 B1(OB) Γ(OB)

4 10:55-11:40 A2(OB)

5 11:50-12:35 A1(T) A1(T)

6 12:40-13:25

7 13:30-14:10

Evening classes --


Time

1

2

3

4

5


Registry

Fall Semester 2012

Group :19 week 1 week 2 week 3

Last / 26/1 - 28 - 30/1 3/ - 5/12 - 7/12 10/1 - 12/1 -

First 1 /1 1 12 2 2

Name 1

1 Dimitr -- --

iou

Vaia

2 Kakou

ri

Aikate

rini

3 Karag

ianni

Ioann

a

Lessons missed due to school reasons Individual absences

Date Reason Date Name Reason

21/12/ Christmas party 3/12/ Dimitrio Loss of family

2012 2012 u Vaia member(1st degree)

5/12/ Dimitrio Loss of family

2012 u Vaia member(1st degree)


TEACHING RECORD

Fall Semester 2012

S Sum (in minutes) / T Total (in minutes)

Gro Grade: A1 Week 2 Week 3 Week 4

up:1

9

Last / First 3/12 / 5/ / 7 S 10 / 12 / 14/1 S 17/1 / 19 / 21 S T

Name 12 / /1 /1 2 2 /1 /1

1 2 2 2 2

2

1 Kakouri 1 13

Aikaterini 3 5m

5 ts

m

ts

2 Karagiann 1 13

i Ioanna 3 5m

5 ts

m

ts

3 Dimitriou -- 9 90

Vaia 0 mts

m

ts


OBSERVATION REPORT

x Fall Semester 2012 Spring Semester 201__

NAME OF OBSERVER(S) [Group: 19 Week: 1 Date: 26/11/2012 Observation No: 1]




School: 17th Lower Secondary School of Thessaloniki

Teacher: Kalaitzidou Melina Time: 9:05 Length: 45 mins Grade: A1 No

of learners (present): B 9 G 8

Observation focus: Providing Feedback

The teacher returns some tests that the students have written. The lesson begins with a conversation

about the test and the mistakes that were made. She provides corrective feedback using the board. She

asks questions and explains the reason why these errors were made. In addition, she asks students who

have done well at the test to give their own answers as to correct those classmates who have made

mistakes. Many times the teacher uses recasts to correct the learners. Nevertheless, the teacher’s

method of correcting mistakes varies: she may correct the students explicitly, but she mainly does it

implicitly (by not giving the rule straight-away, but trying to extract it from the students instead, after

they have been exposed to a lot of examples). What is more, she provides pronunciation feedback for

some ‘problematic’ words (e.g. choir). She may sometimes write the correct pronunciation on the board

using phonological symbols, and other times she may just correct it simply by repeating the word.

What is noticeable is that she exposes the students only to the English language and she encourages

them not to resort to the mother tongue at all. Besides, all the explanations are given in English and it is

interesting that the students understand everything, a fact that shows that they are familiarized with the

language. As far as the students’ encouragement is concerned, the teacher does not miss a chance to

praise good performance. She uses phrases such as ‘Excellent’ or ‘Very good’ and she shows her

enthusiasm.


OBSERVATION REPORT

x Fall Semester 2012


1) Last name: Dimitriou First name: Vaia Code: 13053 2) Last name: Kakouri First name: Aikaterini Code: 13345



Teacher: Kalaitzidou Melina Time: 10:00- 11:45 Length: 45 mins Grade: B2 No

of learners (present): B 8 G 8

Observation focus: Teaching Aids

The teacher distributed photocopies with the lyrics of two songs ( ‘Sweet Home Alabama’-Lynyrd

Skynyrd and ‘Still loving you’- Rolling Stones). She had omitted some words and she had put blanks to

be filled by the students. She played each song twice, leaving the learners ample time to complete the

task. When they had finished, she read the songs and the students were asked to tell the words that were

missing. She then wrote them down on the chalkboard. She did not organize the board in a specific

way, but her writing was quite clear to be seen by all of the class. When students met an unknown

word, the teacher either wrote the definition on the board or asked the students to guess its meaning by

context. It is noticeable that all this was made the whole procedure was carried out using only the target

language. What is more, the teacher did not miss the chance to make some comments on the

phonological aspect of some words that were pronounced wrongly, either by just correcting the

students or by writing the word on the board with its phonological symbols to stress the right

pronunciation. After the class had checked the blanks, the teacher commented on the context of the

songs as well, addressing questions to the students about the story that each song narrated.

Nevertheless, using the song ‘Sweet Home Alabama’, the teacher took the opportunity to make

comments on the history and on the politics that the song discusses, providing the students with extra

knowledge. The way the teacher manipulated this material was quite impressive, since she managed to

practice three skills at once (listening, speaking and reading) and to keep the learners’ interest alive

throughout the lesson.


OBSERVATION REPORT

Fall Semester 2012






Teacher: Kalaitzidou Melina Time: 11:50-12:35 Length: 45 mts Grade: A1 No of


Observation focus: Focusing on learning strategies

The teacher pays attention to the specific learning strategies of each lesson but she neither focuses the

learners’ attention on them nor does she discuss the effectiveness of each particular strategy focused by

the book. She rather chooses to make implicit use of these learning strategies. This is because, in this

particular case, the learners are too young to understand and this could lead them to confusion. As far

as vocabulary is concerned, the teacher writes the word on the board giving its meaning in the target

language and putting new words into context. The mother tongue is not used at all by the class. Pair

work or group work is always included in the lesson concerning all tasks: writing, listening, reading

and speaking. This results in the maintenance of the students’ interest. Moreover, students of higher

level can indirectly help those that are not as competent in the language. In the classroom the

teacher does not prompt the learners to make use of various strategies. When she introduces a specific

task, the teacher only reads the instructions given by the book and, if necessary, she gives further

explanations to avoid any kind of misunderstanding. Last but not least, when it is needed, the instructor

activates background knowledge that the students have by doing some speaking or other related tasks

that may help.



NAME OF OBSERVER(S) [Group: 19 Week:1 Date: 30/11/2012 Observation No: 4


2) Last name: Karagianni First name :Ioanna Code: 13346

3)Last name : Dimitriou First name: Vaia Code : 13053

School: 17th Lower Secondary of Thessaloniki

Teacher: Kalaitzidou Melina Time: 11:50- 12: 35 Length: 45 minutes Grade: 1st No

of learners (present): B: 9 G: 8

Observation focus: Classroom atmosphere

In general, the classroom atmosphere in this particular classroom can be characterised as very good.

The teacher does not make discriminations among the learners and does not favour the ‘’good ones’’.

In fact she does not even seem to label the learners as good and bad ones. The learners and the teacher

have a balanced and harmonious relationship as learners treat their teacher with respect and vice versa.

This may be mainly due to the fact that the teacher treats them as equals. What is more she has created

a proximity to learners as she is very cordial with them. She is accessible so that all her students can

ask questions or express their opinions freely.She also praises them and does not only focus on their

mistakes. Lastly, she has set some rules in her classroom such as speaking only in English which

encourages learners to use the target language consistently. This is also significant because this way she

does not underestimate her students. She believes that her students are capable of communicating using

the target language. Learners respond positively to her rules as they feel they have a teacher who is not

there to punish them or to assign loads of homework but to guide them and learn. They even make

jokes with the teacher. The teacher herself is also very enthusiastic during the procedure of the lesson.

She even made an attempt to create some displays on the wall with learners’ work. However, the

environment in general is not very tidy and does not have any other equipment such as projector, a

computer etc so that it could be more motivating. To sum up, the classroom atmosphere is motivating

mainly due to the harmonious relationship between the teacher and the learners.


OBSERVATION REPORT Fall semester 2012 NAME OF OBSERVER(S) [Group: 19 Week: 2 Date: 07/12/2012 Observation No: 5




School: 17th

Lower Secondary School of Thessaloniki

Teacher: Kalaitzidou Melina Time: 12:45 - 13: 30 Length: 45 minutes Grade: 3rd

No of learners (present): B 11 G: 13

Observation focus: Teaching pronunciation

The teacher speaks loudly and clearly so that she can be audible to all students in the classroom. She seems to have an American

English accent while she speaks. During this lesson, pronunciation was taught implicitly using a variety of techniques. First of all

the teacher provides feedback about pronunciation with recasts. To be more specific, when the learners make some pronunciation

errors, she repeats the word again using the correct pronunciation of the word. For example the learners pronounce the word also

with an / a/ sound and the teacher recasts it with an / aw/ sound. Apart from this she uses phonetic symbols on the chalkboard to

provide them with some phonological rules. However this is done implicitly ,as she takes the chance to use some words from the

text learners had to work on, and elaborate about their pronunciation. For example she uses the word archaeological to indicate

the difference between words like chemistry, choir, and teacher. She needs to indicate the difference in pronouncing /ch/ in words

like these, so she writes /k/ next to the words choir, archaeological to help them distinguish it from the /ch/ sound in teacher.

Learners’ reaction to this phonological input is positive as they are cognitively mature enough to deal with phonetic symbols and

seem very comfortable to comprehend the pronunciation issues taught.

Despite the fact that the teacher gives some emphasis on the pronunciation during the lesson procedure, it is more likely that is

something more like on the spot decision rather than an aspect that she initially intended to teach. In other words she does not

seem to focus the lesson on the pronunciation.


OBSERVATION REPORT

Fall semester 2012 NAME OF OBSERVER(S) [Group: 19 Week: Date: 10/12/2012 Observation No: 6


2) Last name: Dimitriou First name:Vaia Code: 13053

3) Last name: Karagianni First name:Ioanna Code: 13346


Teacher: Kalaitzidou Melina Time: 08:15- 09:00 Length: 45 minutes Grade: 2nd

No of learners (present): B: 12 G :4

Observation focus: Pace and Variety.

In terms of pace the lesson was carried out in a very smooth way. There was a sense of purpose, as this lesson was mainly based

on grammatical aspects ,such as the use of simple present in describing a daily routine and transformations from passive voice to

active and vice versa. These two grammatical aspects were linked in a very interesting way. Firstly the teacher gave some cards

to the students with some famous people’s names written on them. Then they were asked to write these famous people’s daily

routine. This way there was an implicit practice of using simple present which was much more effective than by giving them

some traditional fill-in-the gap activity. And after students had finished their task,she used their own examples to teach them how

their sentences could be transformed into passive voice. This transition was significant as it linked their previous knowledge

(simple present) with new one (passive voice). As far as the variety of the activities is concerned the teacher has planned a

motivating activity to assist learners deal with grammatical issues in a more interesting and implicit way rather than following the

traditional presentation and practice model. Students were excited and there were no moments of silence. However there was a

sense that the whole lesson was spent on a single activity, because after the completion of the task with the cards,the teacher

provided learners with some input about passive voice and a task for practicing it. Thus almost the whole lesson was based on the

card- activity and towards the end of the lesson there was the sense that the lesson lost its pace and variety.


OBSERVATION REPORT

x Fall Semester 2012

NAME OF OBSERVER(S) [Group: 19 Week: 3 Date: 19/12/2012 Observation No:7





Teacher: Kalaitzidou Melina Time: 10:55-11:40 Length: 45 mins Grade: A2


Observation focus: The opening and ending of the lesson

This lesson was the last one before Christmas holidays. The teacher had organized a little fest for the students to make them relax but at

the same time to make them learn something and, most importantly, to expose them to the target language again. The lesson started on

time and the teacher had entered the classroom and had prepared everything she needed. She had already put on Christmas songs and

a happy and friendly atmosphere was expecting the students. When the bell rung and the students entered the classroom, the teacher

informed them about what they were going to do that day. Afterwards, she distributed photocopies with the songs’ lyrics, encouraging

the students to sing and have fun, and she gave them cards reinforcing them to write their wishes on them. Although she left the

students free to write whatever they wanted, she wrote a wish on the board to give them a guideline. The students responded very

enthusiastically and enjoyed themselves very much. The lesson closed with the teacher distributing little chocolates and the students

singing and dancing in a Christmas mood, moving around in a classroom designed with colorful Christmas cards filled with wishes that

the students had written (in the target language of course).


LESSON PLAN

FALL SEMESTER 2012

Group: 19 Week: 2 Date: 03/12/2012 (Note: Mts stands for minutes; e.g. 5' - length of a particular

activity)

School: 17th

Lower Secondary school of Thessaloniki Grade: 1st Time: 09:05- 09:50 Length: 45 Minutes

No of learners: B: 9 G: 8

Main aim: to be able to talk about feelings Skills: reading,

writing,

speaking

Student Mts Aim(s) of Language Vocabulary Methodology Teaching Aids

Teacher activity

Kakouri 5 To indicate I Teaching Photocopies with an

Aikaterini the mustn’t…., grammar in exercise about modals.

difference I don’t have context. Children

in meaning to …. are given some

between photocopies with

mustn’t and some sentences

don’t have and are expected

to. to fill in some

gaps with mustn’t or don’t have to. This was taught in

the previous

lesson by their

teacher and in a smooth transition

to my lesson.

Using this type of

exercise learners

focus on grammar

but in context.

They are asked to

fill in the gaps

based mainly on

the context

provided t decide

which of the two

modals is appropriate for

the sentence. For

example when

they see the word

forbidden their

minds will have

to make the

association with

mustn’t whereas

when they notice

the word optional

they will be able

to understand that

they will have to

fill in the gap

with don’t have

to.

Kakouri 5 To Words about Brainstorming : Chalkboard

Aikaterini introduce feelings ( love, I will write the

them to the fear, shock etc) word feeling on

theme of the the board and ask

lesson and students to tell me

capture some words that

their come to their

attention . minds about it

such as love,

shock etc, Then I

will introduce

them to the main

topic of our lesson, feelings.

Kakouri 10 To focus on Dead tired, Reading task: Student’s book page

Aikaterini some excited, bored, learners are asked 33.exercise 1,3

adjectives sad, happy, glad to read aloud 3

which etc. songs in students

describe book that refer to

feelings. feelings in

different kind of

situations. After

having it aloud

they are asked to

underline the

adjectives that

believe they

describe feelings.

Then they will

move on to

exercise 3 where

they will have to

decide which of

the adjectives

they underlined

have negative or positive meaning.

Student Mts Aim(s) of Language Vocabulary Methodology Teaching Aids

Teacher activity

Kakouri 12 To talk I usually Sad, stressed, Post reading Student’s book page 33

Aikaterini about feel sad dead tired etc. task students are chalkboard.

feelings in when….. divided in groups

various and are asked to

situations. form sentences with the

adjectives they

underlined

previously. They

have to think of

several occasions

that would make

them feel this way

I will have written

clearly the words

on the board so

that they do not

spend time

searching for the

words in the text

again. Then after

they have

completed their

task one member

of each group will

present their work

in the classroom

orally.

Kakouri 3 To provide Depressed , Assigning Photocopies with a son

Aikaterini them with a confused, angry. homework

sample for ( writing a song).

their Learners are

homework. given a

photocopy with a

song about

feelings. They are

told that is a song

that I wrote and I read it in

classroom. Then I

announce them

their homework.

They have to

write their own

songs and are

reassured that if

they do their

homework they

will be rewarded

without revealing

them the reward

telling them that

is a surprise.

Kakouri 10 To add Embarrassed, Hangman : for Chalkboard.

Aikaterini more terrified, the last minutes of

comprehens astonished. the lesson

ible input to learners will play

the hangman with

adjectives words about

already feelings that they

taught. know apart from

the ones mentioned

previously in the

text. This way

new input is

provided by

themselves., the

lesson will

become learner-

centered. I will

start by giving

embarrassed. If

they can not

really come up

with any words ,I

will help them by

telling one

student secretly

one word that his

classmates have

to find. The whole procedure will be one

student thinking

of a word write

the initial letter of

it on board and

the rest of the

classroom will

have to guess the

word he has

selected.

By the end of the lesson, the learners will have been exposed to sufficient input so that they can talk about th

feelings and they are expected even to write a song about them.

Mustn’t or don’t have to ? It is forbidden. You ______ do that.

You ______ ask my permission. You can do what you want.

You ______ speak to the driver when the bus is moving. It's

dangerous.

Help yourself to anything you want. You ______ ask.

You ______ park here. There is a double yellow line.

Pay me back when you can. You ______ do it immediately.

It's optional. We ______

I'll tell you a secret. You

Promise?

Be on time. You ______

you.

He's a millionaire. He

because he enjoys it.

to go if you don't want to.

______ tell anybody else.

be late or we will leave without

_____ _ work but he does

Poem

When I am sad, I want to cry.

When I am happy, I reach the sky.

When I am tired I want to sleep.

When I am depressed I want to weep.

When I am angry I want to scream

When I am hungry I eat ice cream

When I am confused I simply shrug

When I am loving I want a hug.

Exercise with modals:

http://www.better-english.com/grammar/mustnt.htm

poem :

http://www.childfun.com/index.php/activity-themes/people-house-home/229-feelings-activity-

theme.html?start=4 (adaptations made by Kakouri Aikaterini, 03/12/2012, group 19

http://www.better-english.com/grammar/mustnt.htm

http://www.childfun.com/index.php/activity-themes/people-house-home/229-feelings-activity-theme.html?start=4

http://www.childfun.com/index.php/activity-themes/people-house-home/229-feelings-activity-theme.html?start=4




School: 17th Lower Secondary School of Thessaloniki Length: 45 mins


Please tick .


LESSON UNFOLDED


Pace and variety


Providing feedback








OVERALL IMPRESSION





Time management


Comments:


x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x



Trainee Teacher: Kakouri Aikaterini Group: 19 Week:2

Report: 1 School: 17th Lower Secondary School of Thessaloniki

Date:03/11/2012 Grade: 1st Length: 45minutes


Teaching in high school has many discrepancies compared with teaching in primary school. First of all

there is the challenge of the age as I have to cope with older learners and more specifically teenagers.

On the one hand this is very encouraging as they are cognitively mature and have some basic

knowledge of English so that I can speak the target language consistently. On the other hand though, it

is difficult to capture their attention and maintain their interest. What is more since I am young teacher

and they are close to my age there is a high possibility of not treating me as their teacher and there may

be some discipline problems. To deal with this problem I will try to create proximity to them but at

the same time imposing myself when the situation is out of control. I am not stressed about teaching

though as I have already been exposed to a classroom environment as a trainee teacher in primary

school and my lesson is well planned and has a variety. In the beginning I selected to start with an

activity based on their previous lesson so that a smooth transition from the previous to my lesson could

be made. The theme of the lesson is feelings, which is very interesting among teenagers, who in this

period of their lives experience them very intensely. I expect them to react for their homework as they

may find writing a song difficult. To confront I will mention that reward is involved so that the

majority of the classroom will do their homework.

What is more I tried to include also some group work in my lesson plan because it is very important for them

to collaborate and exchange ideas about how they may feel on different occasions. In order to this I have to

make some alterations in seating arrangement as it is organized in orderly rows which do not favor group

work. In case time is left I will let them start creating their songs but I will try to be very careful with the time

management.

After the lesson:

The aim of the lesson was achieved and learners responded positively to the activities planned. They

were familiarized with speaking only in the target language and they participated in all activities

planned. They showed great interest about the lesson and were very delightful with hangman at the end

of the lesson. As I had predicted they reacted for writing a song but the reward seemed that motivated

and I expect that almost everyone will do his homework. The lesson plan was followed without

needing making any changes, and without having any time management issues. We seemed to have a

harmonious relationship as I tried to show them that I am accessible for them and praised them in every

chance I had. What is more I tried not to favor any student and treat them with respect and as equals.

The transition from the previous lesson to mine with the grammar exercise was successful and from the

very beginning they were very eager to participate as most of them raised their hands. However, as far

as group work there were some discipline problems. I did not set a time limit and I kept on asking them

whether they had finished. As a result, they found chance to talk to each other but they collaborated

successfully and I made all the necessary seating arrangements to divide them in groups. All in all my first

contact with teaching in high school was much better than I initially thought. Learners showed that they

really enjoyed my lesson and I believe I was very enthusiastic too. What I really need to focus on is setting

my own rules in the classroom so that discipline problems will be prevented.


LESSON PLAN

Fall semester 2012 Group: 19 Week: 2 Date: 5/12/2012 (Note: Mts stands for minutes; e.g. 5' - length of a particular

activity)

School: 17th Lower Secondary School of Thessaloniki Grade: 1st Time: 11:50- 12:35 Length:

45 minutes No of learners: B: 9 G: 8

Main aim: to revise adjectives of feelings Skills: writing,

speaking.

Student Mts Aim(s) Language Vocabulary Methodology Teaching Aids

Teacher of

activity

Kakouri 10 Test provided by

Aikaterini learners’ English

teacher.

Kakouri 15 To be Happy, Presentation of Chocolates.

Aikaterini expose stressed, learners’ work .

d to depressed. Learners are

some asked to present

songs their homework

about in front of the

their classroom. Each

feelings of them will read

that aloud their own

their songs about

classma feelings. After

tes each of them

wrote. having read their

songs I will

reward them with

a little chocolate.

Kakouri 20 To Angry, Charades . 2 cards with

Aikaterini revise embarrassed, Learners are adjectives about

some excited, divided into 2 feelings.

basic confused, teams: boys and

vocabul depressed, girls. I will give

ary afraid, them 2 cards with

about nervous, a list of 4

feelings tired. adjectives on

them. Each of the

teams will have to

pantomime the

adjectives written

on the card. When

one team

pantomimes a

word the other

one will have to

guess which

adjective is

pantomimed. The

team with the

most correct

guessed will be

named the

winner.

By the end of the lesson, the learners will have been presented their own songs about

feelings and they will have fully acquired some useful vocabulary about feelings.

Excited

Angry

Embarrasse

d

Confused

Depress

ed

Afraid

Nervous

Tired Cards material created by Kakouri Aikaterini, 5/12/2012, group 19.




School: 17th Lower Secondary School of Thessaloniki Length: 45 mins Observer: Karagianni Ioanna Please

tick .


LESSON UNFOLDED


Pace and variety


Providing feedback








OVERALL IMPRESSION





Time management


Comments:


x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x



Trainee Teacher: Kakouri Aiketerini Group: 19 Week:2 Report:2


Date: 5/12/2012 Grade: 1st Length: 45 minutes


This lesson will be learner centered as most focus of it will be on learners’ own work and fun. First of

all learners will present their songs about feelings that I had assigned for homework in the previous

lesson. They will have the chance to be exposed to their classmates songs and they will also be

rewarded with some chocolate. I expect them to be very enthusiastic as they do not know what their

reward will be and they will be very curious until it is revealed. What is more it very crucial for me to

let them know that I really appreciate that they tried and that all of them will be rewarded without

making any discriminations about good or bad songs. This way everyone will be praised. However

there are some other concerns that make me stressed about this lesson such as a 10 minute test planned

by their teacher that will reduce the length of my lesson. It will be a limited to a 35 minute lesson.

Consequently, after writing a test and having presented their homework it will be really pleasing for

them first of all to be rewarded for trying to write something so difficult and secondly to play a game so

that they can relax. The last part of the lesson will be a charades game so that learners will revise the

vocabulary focus of the previous lesson and simultaneously having fun.

After the lesson:

This lesson was quite successful as learners seemed really enthusiastic and actively participated. First

of all everyone had done their homework which really made me glad and were very willing to read to

their songs with their classmates as an audience. What is more they really enjoyed their reward and

since the whole had done their homework chocolates were given to everyone in the classroom.

Everyone was praised for presenting their own songs. The second part, the charades game was also

successful as learners guessed almost all words on the cards which was evidence that they really had

acquired. It was a really efficient way of testing vocabulary through a game. Everyone participated and

L2 was used consistently by the students even during the game. However there were some discipline

problems as at some point learners were really noisy about arguing who will be the winner. I tried to

attract their attention but it was really hard as they were really enthusiastic about the game but finally a

balance was maintained. Perhaps an advisable thing to do would be to set some rules to maintain

discipline in classroom. For example I could tell them that if they kept on being noisy they would lose

points. In general though I would describe my lesson successful as although it was a very short lesson and

there was a test included in it , learners were very energetic and interest was maintained during the whole

procedure of the lesson. What is more lesson plan was followed as there were no time

management issues to need take any on-the -spot decisions.


LESSON PLAN

FALL SEMESTER 2012

Group: 19 Week: 2 Date: 07/12/2012 (Note: Mts stands for minutes; e.g. 5' - length of a

particular activity)

School: 17th Lower Secondary School of Thessaloniki Grade: 1st Time: 11:50-12:35

Length: 45 minutes No of learners: B: 9 G: 8

Main aim: Skills:

Student Mt Aim(s) of Language Voca Methodology Teaching

Teacher s activity bular Aids y

Kakouri 10 To Should+ Warm -up. I show a A large

Aikaterini introduce verb large picture to the picture.

learners to students. This picture

the theme portrays a sad girl. A

of the discussion is started

lesson with the learners about

( giving the picture. I ask a

theme) number of questions:

What can you see in the

picture?

How old do you

think the girl is? How does she

feel?

Why do you think she feels this way?

Any answer learners

give is acceptable.

Kakouri 5 To write Should+ Practicing grammar. A large

Aikaterini some verb After learners have a picture..

piece of clear idea about the

advice picture I write a

using question on the board:

should. ‘’ what do you think she should do?’’

underlining should.

Then students are asked

to work in groups and

write some suggestions

for making this girl feel

better using the modal

verb should.

Kakouri 10 To give Ought to + I Writing task. Learners Photocopy

Aikaterini some verb. strong are given a photocopy with

piece of ly with three scenarios. scenarios.

advice advise These scenarios refer to

with some you problems that three

other to…. teenagers and they have

expression Why to give them advice

s apart don’t using some key phrases

from you… and expression that are

should. .? written on the

It photocopy. To carry out

would this task they will work

be a in groups again.

very

good idea

to….

Student Mt Aim(s) of Language Voca Methodology Teaching

Teacher s activity bular Aids y

Kakouri 10 To be Must/can’t Teaching Chalkboard.

Aikaterini familiarize /might/cou grammar. I will d with ld. write some degrees of sentences on the possibility board using

modals of

propability:

She is wearing a wedding ring.

She must be

married.

There are some

clouds on the sky. It may rain.

She is far too

behind . She

can’t win the

race.

I bought a lottery

yesterday. I

could be a

millionaire. Then learners are

expected to think of

the difference

between the modals

in the sentences and

think to what extend

are we sure about

something when we

use

must/can’t/may/coul d.

Kakouri 10 To be able Must/can/ Practice grammar. Chalkboard.

Aikaterini to talk might/may Then I write some other

using /could. sentences on the board

modals of and the learners have to

propability think of sentences which express

possibility using the

appropriate modal verb. They will express their ideas orally. For

instance when I write in

the chalkboard : ‘’ I

haven’t studied for my

exams- Pass the

exams’’ , they have to

think of the modal

can’t.( I can’t pass the

exams).

By the end of the lesson, the learners will be capable of giving some piece od advice using

several expressions. What is more learners will be able to talk about possibilities using

modals.

Image :

www.googleimages.com

http://www.googleimages.com/

What should I do???????

Scenario 1 I am worried that I am getting fat and I want to lose some weight, what do you advise me to do?

Scenario 2 I want a new mobile phone but I don’t have enough money.. Help me!!!!

Scenario 3 My friend has told lies about me and I’m angry. What should I do?

Key phrases

Should +verb

I strongly advise you to….

Why don’y you….?

It would be a very good idea to….

You ought to + verb….

You’d better + verb

Material produced by Kakouri Aikaterini, 7/12/2012




School: 17th Lower Secondary School of Thessaloniki Length: 45 minutes Observer: Karagianni Ioanna Please

tick .


LESSON UNFOLDED


Pace and variety


Providing feedback








OVERALL IMPRESSION





Time management


Comments:


x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x


LESSON COMMENT FORM

Fall Semester 2012

Student Teacher: Kakouri Aikaterini Group: 19 Week: 2 Date:07/12/2012

School: 17th Lower Secondary School of Thessaloniki Grade: A1 Length: 45mts

Observer: Dimitriou Vaia

Please tick .


LESSON UNFOLDED


Pace and variety


Providing feedback








OVERALL IMPRESSION





Time management



Comments: It was a great lesson and learners were very excited and were participating. Great combination of school book material with material the teacher had prepared herself.


REFLECTIVE PRACTICE REPORT Fall semester 2012

Trainee Teacher: Kakouri Aikaterini Group: 19 Week: 2 Report: 3


Date: 07/12/2012 Grade: 1st Length: 45 minutes


My last lesson plan focuses on giving advice and some modal verbs that express possibility. Although

these are grammatical issues I will not use the traditional presentation- practice model to teach learners

grammar. First of all as far as giving advice part I will not provide them with rules about ways of

giving advice. I will expose them to the problems and I will require to give some advice. These

problems are depicted through a picture and a photocopy with 3 scenarios that need advice.

Furthermore when it comes to modals that express possibility I will not start giving them some explicit

rules about their use, but they are asked to think of their use and rules themselves. In other word I

simply expose them to some examples to indicate the difference in degrees of possibility among these

modal verbs. Learners are the ones that have to think what does it mean to use must instead of may in a

sentence. I have never focused on grammatical aspects before but the teacher of this classroom insisted

on covering what there is in the book and consequently I had to make a lesson plan based on these

grammatical points. However, I do not to what extent learners’ interest will be maintained as in my

previous lessons there was always a game in the procedure of the lesson and I do not know if they will

be as enthusiastic as they used to be the previous lessons.

After the lesson:

The main objective of the lesson was achieved. I tried to avoid giving explicit information about

grammar and the use of the modal verbs to denote possibility or provide advice. They participated

especially in the initial discussion about the photograph I had brought. They collaborated to find

solutions for the girl portrayed and later on for the scenarios. Furthermore, they were able to distinguish

between the semantic differences among must/may/could and can’t by simply giving them some

examples of them. However their interest was not maintained as it was a lesson based mainly n

grammar but I had to cooperate with the teacher who found it crucial that learners were taught about

modal verbs and their use. As a result I tried to make the lesson as much as interesting as possible and

to stay away from the traditional presentation, production model. In general the lesson plan was

followed without making any major changes or having to take any on- the -spot decisions. Learners

enjoyed working with each other and participated in all activities. I believe it was a planes lesson and

the materials used ( the picture and the photocopies with scenarios) assisted in making this lesson differ from

a typical grammar lesson. However I would not list it in the best lessons in my teaching practice. I am more in

favour of activities that promote communication rather than simply practicing grammatical points. This is

why learners seemed to enjoy mostly the initial discussion about the photo and giving advice than trying to

figure out the differences between using different modal verbs of possibility. In other words they prefer being

engaged in activities that do not focus on grammar.

portfolio_kakouri.aikaterini(1)

Documents