CONTENT

INTRODUCTION 1

PROFILE OF THE CLASS 1

DESCRIPTION OF LESSON 1

SUCCESFUL ELEMENTS 1

UNSUCCESSFUL ELEMENTS 2

WHAT I DO DIFFERENTLY 2

CONCLUSION 2

APPENDIX I 3
Lesson Plan

APPENDIX II 4-5
Text book exercises
INTRODUCTION

Sometimes when you have been teaching for so long time, or even when you just started and
do not have much experience you forget to stop on your way and think about the good or not
good your class was in order to get data from reflection on experience to become a better
teacher,to develop new or different strategies, to develop and improve your knowledge about
the students you are teaching at that precise moment. Was this lesson satisfactory for my
students? For me? Which things I did well, what could I have done to improve it?

CLASS PROFILE

In this assignment I will describe some successful elements and some not successful
elements of a class given to a heterogeneous class of 19 fifteen- years-olds, 11 girls, 8 boys,
most of them kinesthetic learners who like, to dance and sports but don`t like hands on
activities, some auditory and few visual. They are beginners from level one to three.

THE LESSON

This is a class of fifty minutes in high school in the afternoon Once that teacher has Ss.
Attention asks the question Did you watch the fight of Manny Pacquiao vs. Margarito?Ss give
their impressions of the performance of this fight. Then the teacher chooses some of the
adjectives Ss. give and write them on the board and with the Ss help T. writes on the board
some sentences to compare the two fighters. T. asks Ss to open their books at page 48 asks
if they know the women on the picture, the answer is no. T. asks to identify words which
description matches better with the sport. Like soccer with feet, kick, ball, goalkeeper, etc then
Ss rank sports in order of preference from 1 to 6. T. clarifies the unknown vocabulary
conveying the meaning or mimicry, then in pairs arranged by the T. Ss. Read a magazine
article on the book about Vanessa and Serena Williams, answer questions, then Ss. Discover
the rules when using comparatives and choose two athletes or famous people they know of
like and write a brief comparison of their performance. (See Appendix )

SUCCESSFUL ELEMENTS

1. Achievement of learning objectives.

The main objective for this class was to discover the covert grammar in this case the
use of comparatives. Discovery learning is based on the inductive approach “To
discover grammar rules rather than be told them” (Harmer 1989) involving Ss. In a
thinking process makes learning more memorable and meaningful. I observed Ss.
Discovered the rules when using comparatives when they were giving many examples
and were able to compare two people. In the other hand the lesson was presented in
context, it was interesting and from real life. Gautier (1991) claims that the words or
structures must be taught trough an interesting and meaningful context to the Ss.

2. Teacher and learner language.

Weather acquisition or conscious learning is taking place there will be stages at which
the student is receiving the language-language is in some way being “put into” the
students. But exposing to the students to language input is not enough, we also need
 to provide opportunities for them to activate the knowledge (Harmer 1991 Chapter one)
What I observed in the Ss. Is that the input given produce the output that I expected
and it was to compare two people using the structure they discovered by themselves.

UNSUCCESSFUL ELEMENTS

1. Achievement of learning objectives.

I could observed that almost all the Ss. Got the objective of the class, but because of
the different language-knowledge, cultural background, attitude to the language,
personality, motivation, that are some of the characteristics in heterogeneous
classes, two students seemed to be bored they felt the activities too easy and two
students didn't get the goal in the class because they don't have positive attitude t
towards learning English.

Classroom management.
Disruptive behavior was the result of having this student that feels he already knows
the lesson and frequently is hostile with his partners and the teacher, and this class
he used some adjectives when he compare two people. Adolescents may become
completely unresponsive and unco-operative.

WHAT I WOULD DO DIFFERENTLY

1.Make activities more interesting so that even if the language is not challenging for
some learners, the content will hold interest and keep everyone.
2. Encourage more collaborative work, even thought I change the Ss. Places and try
different ways to having them interact, I will convince this Ss. To help the others with
problems on learning English.
3. Use compulsory plus optional instructions. In other words tell the class that
everyone has to do a certain minimal part of the task, the rest is optional.

CONCLUSION

The basis and maybe the most important thing to do for professional progress is
reflection. Taking notes everyday, writing a journal, recording classes, notes, ideas
coming to our minds. For many people, including me of course, putting things into
words forces me to work, research, ask for help when needed, As teacher we can not
stop our professional expertise and knowledge. Teacher development takes place
when teachers, working as individuals or in a group, consciously take advantage of
such resources to forward their own professional learning (Ur 1991)
People changes, we all change, the language changes, every thing changes in the
world, so it is not option to update ourselves. It is true that it is a challenging world,
but the resources we can find are a lot. I have suddenly more energy and maybe
more faith on my career as teacher. I rediscovered the beauty of being a teacher
and I want to be a better teacher every single class.
REFERENCES

Carter, R & Nunan, D (eds) The Cambridge guide to teaching English to Speakers of
other languages.
Harmer, J. The Practice of English Language Teaching.
Ur, P A Course in Language Teaching.
Lindsay C. & Knight P. Learning and Teaching English.
Richard- Amato P. Making it Happen
Mextesol Journal, Vol. 32, Number 1, 2008
McMahon A. Fuscoe K., Prodromou L. Attitude 2 Coursebook