FSU TEFL 120

 Date: 5/3/22  Topic/Skill: Reading (group 2) using the SQ3R model Teacher Presentation: Voice of America (Libyansrepairing old Quran books for Ramadan) Classroom Management: Reviewing the article, prompting students to answer comprehension questions, explaining new vocabulary words Materials: computer, projector, VOA source, supplemental youtube video, printer for students who preferred physical copies of the article Student Presentation: Students read the article again by themselves, annotated it, then paired up to explain the article to their partner. Students also answered comprehension questions following the SQ3R model Feedback Presented: The instructor (Olivia) always responded to the students' answers in a positive manner. The questions asked were more open-ended, and the instructor guided the conversation very well. Lesson(s) on teaching I learned: If you don't know how to adequately describe/define an English word, it's ok to use google translate to present the wo...

 Date: 5/3/22 @ 9am  Location: Pool area of Anhay's apartment complex Topic/Skill: Vocabulary and speaking Feedback provided to tutee: She can practice more speaking with me. When she is alone she can practice speaking by reading books aloud. I explained to her some important differences to know between English and Spanish to help her understand why she makes certain mistakes. I clarified some English vocabulary to her and provided contexts on when/why the words are used. Lessons learned: Students may already know where they want to focus their energy and attention in order to improve their English. There is no pressure to know all the answers (I know the book talked about this, but it is different to experience it and feel it). It is important to use common topics and is very motivating to prompt the student to talk about something they love (ex: Anhay practiced speaking by talking about her daughter, using adjectives and verbs to describe her). 

 For the 5th class observation, I observed Dr. Ciappetta's Group 3 Speaking class. We did two activities during class. The first activity was practicing the future continuous tense by writing out an itinerary for a party. One group planned a Halloween party and the other planned a New Year's Eve party. I got to join a group for this activity and it was interesting to see that many of the students did not know what went on at  a Halloween party since they do not celebrate it in their country.  Once each group finished, Dr. Ciappetta asked them to take turns reading out their itinerary and speaking about it.  The next activity was an investigation to find out who stole all of the coffee from the Hecht House. The students interrogated each other using the Past Continuous tense. This activity was very fun and engaging. The students were having a lot of fun asking each other, Dr. Ciappetta, and me questions about what we were doing yesterday at 3pm. During the activity, D...

For my 4th observation, I observed Dr. Felicia Ciappetta's Group 2 Listening class. The first thing I noticed was that Dr. Ciappetta uses a lot of hand motions and gestures as she speaks; she also speaks clearly and at a slower pace. She began class by having the students review the vocabulary from last class and then asking them to match the words to their definitions. If a student asked a question about a word, she posed it back to the class first before offering the answer. She always wrote the definition and part of speech of the word on the board as well so students could visualize it.  The main activity was a listening activity in which Dr. Ciappetta had her students listen to an audio that was about 3 minutes long. The first time through, she asked them to just listen to it. Afterwards, she had students get with a partner and discuss what they could remember from the audio. She then asked people to share what they spoke about with their partners and asked them follow-up ques...

 05/02 Hecht House 4:00-5:00 First Tutoring Session with Gwan-Yong Na     Today marked my first session with Gwan-Yong Na, a college student from South Korea. This is his first time in the United States and he plans to return to South Korea in January. He wants to improve his intonation and pronunciation during his time here. We spent the session getting to know one another and setting expectations for future tutoring sessions. Gwan-Yong Na lives with his uncle who does not speak English well. They speak to each other in Korean, so he only gets to practice his speaking at school and during tutoring sessions. I plan to spend the majority of our sessions conversating, so he is able to improve his speaking abilities. I had him fill out a Google form I created with background questions to help me come up with topics to ask him about. I learned we both share a love for travelling. He has visited a few countries including Hong Kong, Japan, and Scotland. Before he returns t...

 04/29 Hecht House 5:10-6:00 Second Tutoring Session with Ye-won      I began our session by letting Ye-won choose between two books: Polly and Her Doll and  Worrysaurus . She chose to read Polly and Her Doll first. I kept her engaged by having her identify objects and list colors on the pages. We then read the book Worrysaurus . Ye-won expressed to me she enjoyed the first book more. After we concluded reading, I taught her the song "Head, Shoulders, Knees, and Toes" as a review of our first lesson. We recited it together a few times, and then I had her perform the song alone. We finished our lesson by looking at flash cards of miscellaneous images. I had her tell me what she saw and then I added information she missed. We were able to add new words to her vocabulary, such as "city" and "vase." I asked Ye-won which session she enjoyed more. She told me she liked the first tutoring session more because she got to color. I will try to incorporate more color...

   04/27 Hecht House 5:22-6:22 First Tutoring Session with Ye-won      Today, I conducted my first tutoring session with Ye-won, a four-year-old South Korean girl. Ye-won had informed me she was practicing the alphabet in school today, and was able to recite it back to me perfectly. I began our session with reading. Our book was titled  Hop, Hop, Jump!  Throughout the story, the characters were pretending to act as their favorite animals. Of course, Ye-won would mimic the movements of the different animals too, hopping like a rabbit or crawling slowly like a turtle. Once we finished our story, I introduced our main lesson plan - the parts of the body. I provided visuals for her to color as we recited the different parts. I would then have Ye-won spell out the words on the white board to help her practice writing lowercase letters and repeat them back to me. Ye-won explained to me she enjoyed piano music, so I made sure to have classical piano music pla...