Teaching Journal

Class: 40 students of 1-1 in HSHS
Date: November 15th, 2005
Textbook: Brushup your English grammar p/b CHART INSTITUTE
Allotment: Comparative (1)-(3) Review

Lesson objectives

1. To practice English composition with comparative expressions.
2. To review comparative expressions with a test.

Teaching objectives

1. To watch how Ss are taking the exam.
2. To speak slowly in composition explanation.

Outline of the procedure

1. 10min : To make 15 ss write down their answers for composition questions.
2. 15min : To correct ss' answers and indicate important points.
3. 10min : To give ss tests on comparative expressions.
4. 10min : To make ss mark the partner's test.

Post-class reflections

This is the second time I took the procedure: 1) answering the exercises on the right side page, and then testing on the sample sentences on the lift side page. I watched Ss taking the test on comparative expressions, and was able to affirm that this is the better way than the previous one. In the past, Ss just listened to my explanation idly, and only I was busy explaining the sample sentences. Now, the situation has become opposite. Ss are busy answering the questions, and I am just walking along the aisles. Since all the questions are from the left side page of the textbook, they are never difficult. Besides, after the test, they can check their answer by themselves, just by looking at the textbook. All I have to do is just helping Ss to study by themselves.
The disadvantage of this method is 1) making the test paper is time-consuming, and 2) too much testing lowers Ss' motivation. I cannot avoid 1), but I can solve 2) by giving Ss the penalty. I gave Ss with the test score of less than 17pts one penalty: to transcribe the whole test paper. Ss shouted with disappointment, but I found Ss with good scores look happy. I will keep watching the effectiveness of the new procedure.