Методические рекомендации по педагогической практике для студентов (стр. 3 )

Оценка	%	Планирование	Ведение урока	Наблюдение и рефлексия
практика пробных уроков	практика погружения	преддипло мная практика	практика пробных уроков, практика погружения, преддипломная практика	практика пробных уроков	практика погружения	преддипломная практика
5	80-100	7-8	7-8	9-11	0-13	4-5	8-10	12-15
4	65-79	5-6	5-6	6-8	8-9	3	6-7	9-11
3	50-64	4	4	5	7	2	5	7-8

While planning

Use

Don’t use

To identify to write questions/letters to pick out main points to pick out specific info/ details to make up sentences/Qs using to express ideas/ feelings using to complete to paraphrase to choose the best title to find the difference comparing to justify to draw to skim for main points to scan for specific info to summarize to make notes/lists/ a mind-map to define to make inference from the text

to develop to know to learn to understand to remember to see to revise to realize to use to hear the difference to practise to speak to prepare to check the knowledge to teach to read to listen to study

PREPARING FOR THE LESSON

BEFORE PLANNING A LESSON discuss with your mentor:

What is the place of the lesson in the unit?

What are the aims of it?

What material to teach?

What might be difficult for the students?

Who to pay special attention to?

WHILE PLANNING THE LESSON:

1. Define the aims (By the end of the lesson my students will be able...)

2.  Think how the pupils will achieve the aims.

3.  Choose appropriate tasks from the textbook.

4.  Think how you are going to involve all students and organize their interaction

5.  Choose appropriate sequencing.

6.  How much time you will spend on each activity.

7.  What homework will you give and when.

8.  Think about feedback on pupils' work, (marking/evaluation)

9.  Which activity will show that the pupils achieved the aims?

You should submit your plan to your college tutor.

WHILE DISCUSSING YOUR PLAN with your tutor, be ready: To explain the aims of the lesson and of the activities; Choice of aids and materials; Organisation of the activities.

You may ask you tutor questions concerning general methodology and how to use them in you situation.

Please, don't ask class specific questions. Your mentor knows the class much better than the tutor.

Questioning technique

It is useful to ask questions that focus on:

• the teacher's successes or achievement

How do you feel about the lesson you taught?

Do you want to start by telling me what you thought about the lesson?

•  the actions taken by the teacher to achieve those things Mow did you get that happened?

•  the teacher's reasons for taking the action lie or she did And what was the purpose of writing it all down?

How would you change it if you were doing it again?

• the conditions or circumstances, that led to the teacher making a decision to take a particular action

How did you know that they had enough reading?

How did you know that they understood your instructions?

• stick to the point

Did you notice that they didn't really do it?

How did it happen that the students didn't achieve their aims?

•  Avoid speaking about your own experience If I were you...

•  Never ask

Why didn't you...? Did you plan it?

• Good questions:

Do you think...? In what way...? Is it true...?

Did I get you right that ……?

Paraphrasing technique

It is better to say:

So, what you mean is... As far as 1 see... Did 1 get you right that you mean that... Do you mean to say that... So... 1 saw that...I noticed that...1 heard...

·  In that way it was a lovely idea but I think...

Maybe to give the students more practice. What do you think? OK. I like it. You are good at...

Surname:

School №:

ATTENDANCE LIST For test Practice lessons

	Date	My lessons	Time	Peer`s lessons	Mentor`s signature
1
2
3
4
5
6
7
8
9
10
11
12
13
14

Lesson Plan

Date: Time:

Form: Level:

Information about students:

Topic:

Materials and equipment:

Skills practised:

Aim:

Procedure

Stage, Objective	Activities / Instructions	Pattern of Interaction	Timing

Lesson Plan

Date: Time: Topic:

Form: Level: Skills practised:

Information about students:

Materials and equipment:

Aim:

Procedure

Stage, Objective	Activities / Instructions	Pattern of Interaction	Timing

Teaching practice Evaluation and assessment form

1. PREPARATION		A	В	С	D
Aims	Clarity
Suitability
Lesson plan	Balance
Variety
Fluency
Suitability of	Methods
Materials
Motivation
2. PERSONAL QUALITIES
Personality
Rapport
Voice	Audibility
Intelligibility
Pronunciation
MAND OF THE LANGUAGE
Sensitivity to S's level of English
Accuracy and handling of structure
Vocabulary and register
4. EXECUTION
Exploitation of materials	Audio
Visual
Timing	STT
TTT
Pace
Handling of text dialogue	Extended Minimal
Handling skills	Reading
Writing
Speaking
Listening
Integrated
Balance of attention and encouragement	Individuals
Class
Ability to encourage genuine language use
Class interaction
Staging
Error correction
Achievement of aims
5. POST LESSON EVALUATION
Appropriate feedback
Overall grade

Mentor: