#2 EGC-Living in Community

Feb 26, 2020 Wed

9:00-10:40 (100min observation)

Topic: EGC-Living in Community [Global Citizenship]

Observation

· Roll call

· Chat with students: What did you do last night?

· Take chances to correct students when they speak. E.g. time shockJet leg

· Yes ma’am. (You’re not a man, you’re a Sir)

· None of them lives in an extended family!

Content

· Ask students to exchange their writing and discuss with their partners to see whether there is anything that they’d like to revise. And then give it back to Randall to revise it.

· Be careful about the pronouns e.g. he/she/his/her/me/my…

· What is Global Citizen?

· Ask students to group up and complete the sheet

· Ask each group to share one of their points

· Write down their answers on the board and correct their grammars

· Ask questions according to their answers (e.g. Why is it important to care about the environment?)

· A global citizen respects each other (there’s only one person as in a global citizen, so each other doesn’t make sense)  A global citizen respects others.

· A global citizen has the spirit of equality  values equality

Objective

· To understand what global citizen is

· To practice speaking

Lesson Activities

· worksheet

Communication

· Pauses between sentences to emphasize harder words

· Use hand gestures and facial expression to cue students to talk

Inclusion

· If missed a student who wanted to speak, say “oh sorry, I’ll come back to you”

Reflection

One thing I really like about Randall’s class is how he starts his classes. He would always ask simple questions to loosen up the class atmosphere and try to get closer to the class. And as he does that, he would not just focus on the active students but also prompt questions and encourage the quiet ones to speak up. I think this is especially important for lower level students as they could be shier. Also, Randall would always point out the mistakes in students’ discourse and correct them right away. I realized that a lot of native speaker teachers would just encourage their students to speak English, but never really point out their mistakes. Randall, on the other hand, would let his students know clearly how they can improve by providing corrections and formative feedbacks.

It is very important to include every single student in your class. One gesture I noticed and liked a lot in his class is when two students wanted to comment at the same time, he picked one of them first and said to the other “I promise I will get back to you.”. This will let the student know that their answer is valued just as the other student’s, encouraging them to answer later on and securing their motivation.