Lesson 1

 A female PGCE student, aged 25-30

 2 years in an immersion programme in a French school in
Canada (aged 6-8)
 English boarding school (French, GCSE in German and
Spanish, A-level in French)
 University: degree in French and Italian
 CELTA in her 2nd year of University
 Taught English and French in Burkina Faso and Italy

 PGCE course, teaching French

Faculty of Philology, Belgrade 2

T -REACTION TO
R
A IMMERSION
D
- AT SCHOOL
I
T
I Students need a
O CELTA conscious knowledge
N
of grammar - agree
A -TEACHING
L EXPERIENCE
Explicit discussion
essential – partly
agree
C
L
T

PGCE

Faculty of Philology, Belgrade 3

 I got taken to a school and left there, abandoned by my parents. I was six honestly.
I didn’t understand anything for the first term and so I cried the whole day. Perhaps
my desire to be very structured about it [her teaching] has come about through not
understanding and feeling that I was at the deep end with things.

 [My personal learning style] is probably much more explicit. I’m probably fairly
analytical, and almost scientific in the way that I approach things, so I personally quite
like being able to work in a translation, or being able to look at grammar and
understand that it is almost a piece of grammar on its own and I just need to practise
it. I’m one of those rather boring learners. It’s not all singing and dancing with me.

Looking back on the lessons that I did, I think, oh my God, they were awful. They
were very teacher-led, there was not much in terms of task-based activities... And,
God, they were boring, but I didn’t know any better.

Activities were much, much, longer, it was more grammar-based, much more
explicit teaching, possibly less topic-based, but more grammar-point-based, so
several lessons on the Present Perfect. Well, how boring is that, let’s be honest.

Faculty of Philology, Belgrade 4

• There is still rage for CLT which they do promote very
strongly at the University and you go into schools and it’s
much less in practice there.
• You start out with all these fabulous intentions and it’ll all be
in the FL and you find yourself quite quickly not doing that
and pulling yourself back, no, I’m going to give it a go again,
and the whole time you go must try, must try, and then you
think it’s just not working!
• It’s admirable what you’re trying to tell us to do, [but] it’s not
feasible, and it’s not practical, and you try teaching the
bottom set year 9 who hate you (You’re British, Miss. You
speak English. Why are you speaking French to me?) Because
they tell me at University that I must. It just doesn’t work.
• A lot of it I’ve given it a go, but it’s just not me.

Faculty of Philology, Belgrade 5

+3 strongly agree
+2 agree
+1 partly agree
0 neither agree nor disagree
-1 partly disagree
-2 disagree
-3 strongly disagree

Faculty of Philology, Belgrade 6

1. Explicit discussion of grammar rules is essential for eventual
mastery of a foreign language.
2. The separation of work with a grammar focus from the rest of the
language syllabus is useful for students.
3. It is more important to practise a foreign language in real-life
situations (e.g. role-plays, ask and answer questions) than to
study and practise grammatical patterns.
4. The use of grammatical terminology in the foreign language
classroom does not contribute to the students’ communicative
ability.
5. Teachers should present grammatical rules one at a time, and
learners should practise examples of each before going on to
another.
6. Students should frequently be given the opportunity to participate
in activities which involve spoken interaction, without having to
pay too much attention to the grammatical accuracy of their
utterances.
7. The teacher should correct all the grammatical errors students
make. If errors are ignored, this will result in imperfect learning.

Faculty of Philology, Belgrade 7

 Traditional: statements 1,2,5,7
 CLT: statements 3,4,6

 Score: s1+s2+s5+s7-s3-s4-s6 / 7

Faculty of Philology, Belgrade 8

 How were you taught foreign language(s) at
school? (teaching methods, materials, etc.)
 Your personal learning style
 FL teachers you looked up to. Why?
 Negative models of teaching
 Informal L2 learning (private tutors/language
schools, study/travel abroad, foreign friends)
 Link between L2 teaching/learning beliefs
and previous L2 learning experience
 http://projekatpraksa4.com
 projekatpraksa4@gmail.com
 Consultation hours: Tuesday 17h – 19h
 Video viewing in April/May
 Portfolio – at the beginning of each
examination period
 Assessment: 2 marks (teaching & portfolio)
 Registering for the exams
 8 classes of participant observation in an EFL classroom
 Participating in teaching / tutoring activities as requested
and as determined by the host teacher. Typical activities
include participating in small group work, helping with
homework, leading part of a lesson, helping with testing
material, etc.
 Participate in as many non-instructional activities of the
host teacher as possible – at the discretion of the host
teacher
 Prepare and teach at least one lesson in consultation with
your supervising teacher
 Record yourself teaching at least one part of one lesson
 Keep practicum journal of each day’s experience at the
practicum site in order to regularly record and react to
these experiences
1. Table of contents
2. Reflection paper: Previous L2 Learning Experience
(1-2 pages)
3. Practicum journal
4. Student evaluation (you evaluate your own lesson)
5. Lesson plans and additional materials for every
lesson or part of the lesson you taught
6. Lesson analysis
7. Final paper
8. Self-chosen section
9. CD
 Student name:
 Host school:
 Host teacher(s):

 CLASSES OBSERVED (8)

 - Date, Grade, Materials Used

 - Lesson Objectives
 - Key moments in the lesson, things I learned
 - Questions that I have about the lesson, things I would like to explore further


 MY ENGAGEMENT (4)

 - WHAT I DID
 Type of engagement (leading part of a lesson, teaching a lesson, assisting the host
teacher, helping with homework, etc.)
 - WHAT I LEARNED
 - MY QUESTIONS AND COMMENTS
 Date:
 Duration:
 Class level:
 Class profile:
 Lesson objectives:
-------------------------------------------
 Time
 Procedures
 Possible problems and solutions
 Interaction
 Materials
2-3 pages (Times New Roman, 12, double-spaced)

 Your strengths and weaknesses as a teacher

 The strengths and weaknesses of your plan
 Any problems you encountered with your lesson and
how you were / were not able to resolve them
 Any changes you would make in the plan or delivery
based on your viewing of the recording and / or the
feedback you received from the observer
 Anything you noticed about the class or yourself on
the recording that you did not notice while you were
teaching (e.g. distracting habits, students helping one
another, unengaged students, wasted times, etc ...)
4-6 pages (Times New Roman, 12, double-spaced)
 A description of the school and the space the teacher worked
(e.g., did they have their own classroom or work in a regular
classroom? Classroom space, tables, chairs – how were they
arranged? Equipment? Materials used?)
 A description of the people involved, who were the students
(age, level, grade, background), teachers you observed?
 A description and evaluation of the materials that were used.

 A description and evaluation of activities / lessons you

observed – in general (not a play by play account!) Did they
link to classroom work? Were they helpful to the students?
What were your impressions of the lessons?
 What you learned about teaching from this experience and
from the host teacher (see the interview section)
 What do you consider your masterpiece?

 Choose ONE item (plan, activity, reflection

paper, etc.) that you designed during your
undergraduate studies in ANY methodology
course you have taken, include it in your
portfolio and explain briefly why you think it
represents your work in the best light.
 Lesson planning (materials, variety, timing)
 Posture, facial expression, voice
 Presentation – eliciting (< TTT), examples
 Giving instructions*
 Monitoring
 Error correction
 Rapport (genuine interest, no fear)
 Engaging all pupils
1. No one responding to the question posed
(personalisation).
2. Pupils becoming restless while their
classmate is answering a question/
presenting...*
3. Over-zealous pupils
4. Pupils arriving late / pupils without
textbooks