Lesson One-The Learning Environment Teacher as Source Gareth
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The Learning Environment – Teacher as SourceTotal Time: 80 minutesObjectives1.)Cognitive: As a result of this class, students will know…a.That there are a variety of ways to begin class;b.The new foreign teacher, Gareth, and her background;c.The importance of the learning environment and how a teacher contributesto that environment;d.Another student’s name and basic information2.)Performance: As a result of this class, students will be able to…a.Take part in different ways to begin a class session;b.Practice their listening skills during a self-introduction by Garethc.Discuss with a partner what surprised, inspired them as teachers;d.Talk with and present in front of everyone on a friend in the classroom.3.)Affective: As a result of this class, students will feel…fortable with talking in English and interacting with Gareth;b.Inspired to learn more about teaching and the different skills andtechniques that will go into it to be an effective language teacher. Materials1.)Self-introduction realia, including pics. of family, friends, and hometown.2.)3 x 5 index cards.Procedures1.)Attention (5 min.)a.T. begins with a listening hook to capture Ss. attention. Ss. focus, andcopy clapping pattern.b.T. explains that there are many different ways that T. can get studentsattention.i.Good morning class…ii.Raise arm in the airiii.Touch finger to mouthiv.Good newsc.T. then explains what will be done and the goals / objectives of the lesson.I want you to have a metacognitive awareness and think about andquestion – why I do what I do in the classroom.2.)Self-Introduction (10 min.)a.T. will introduce a little about himself, her background, and her life plans.She will type his full name on the computer (or write it on the blackboard),talk about what it means, where she is from – showing the foods, etc. Ss.will guess age. Then she will discuss his family, friends, and educationbackground, and the different languages she knows.b.Questions can be allowed at any time.3.)Pair Work (10 min.)a.The T. writes on the board or types on the computer the question: Whatdid Gareth do today so far that surprised, puzzled, concerned, or inspiredyou? Ss. discuss their responses with the person sitting next to them. (3min.)b.Group discussion. T. explains that teaching is an art. Talking to the class Iwas not stand ing in one place… my voice… smile or not… what I DO INTHE CLASSROOM has an effect on the class and the LEARNINGENVIRONMENT.c.Before any teaching (no matter how “skilled” you are) can be done in theclassroom, a teacher must understand that the learning environment has amajor role to play.i.The learning environment –“Few would now doubt that peoplelearn best when they are relaxed, comfortable, unstressed,interested and involved in what is going on, and motivated tocontinue. Regrettably, there is no hard-and-fast, definitive list ofwhat makes an environment conducive to learning. We cannot, forexample, say that the more a teacher smiles, the more relaxed thestudents are’ as this is absurdly simplistic. Nonetheless, there maybe a lot to be gained from developing an awareness of the affectivefactors that influence learning” (Wajnryb, 1992, p. 58).(OK. Good job everyone… now since you know a little about meand the basics of the course. I want to begin by getting to know youand for you to begin to feel what it is like to be in front of theclassroom as a teacher.)4.)Cocktail Party (10 min. – Interview + 40 min. – Presentation)a.Teacher shows a picture of a martini glass and asks the students if theyknow it. Then… a progression into the discussion of a cocktail party.b.Teacher gives each student a 3 x 5 index card and each student neatlyprints his /her English name (if applicable; if not, Ss. will write their namein Pinyin) on the card. (Teacher includes himself in the process).c.Teacher collects the cards and redistributes them. Ideally the studentshouldn’t know the person whose card he/she receives. (Teacher keepsone student card for himself).d.Writes on the board: Name, name to be called in class, three things he/shelikes, what are you looking forward to in your 1st semester of Junior year?e.Explain activity --- Students stand up and find the person whose name iswritten on the card. Reminder: students need to bring their pen /pencilwith them along with their card!! Ss. will have 5 minutes to interview theirpartner, then another 5 minutes to be interviewed. When they finish theymust sit down. (If students are interviewing someone, they may write theanswers down on the card on the front – I need the back.)f.When all of the students are seated, I will begin the introductions to theclass with the Ss name on my card… I will sit down, turn over the cardand ask the student to stand up and speak. As he/she is speaking I willwrite down notes on the card I have. THEN, the student who is speaking will give me the card, and the next person will come up and speak.i.Why am I doing this activity: 1.) I will be able to do an initialassessment of each of the Junior’s speaking ability; 2.) A good way to see each person and begin the learning name process。
