Mallory CO #2
Tuesday, January 23
10:00am-10:50am
I observed a group 4 grammar class, and right away I could tell it was structured much differently than the group 1 grammar class I observed last week. In this class, it seemed much more strict and intense than the group 1 class, which is to be expected. The students were learning about reducing adjective clauses during this lesson. To start off, the instructor put several different sentences containing adjective clauses on the board, and asked the students to pair up and go over the differences between the sentences, identifying the adjective clauses. Then, they reviewed several examples of how and when to reduce adjective clauses in their book. After going over these examples, the students paired up and were each assigned a new sentence from the book. They were supposed to go to the board and write the sentence with the reduction, and it was meant to be a competition to see who could finish first, without any errors. The students didn't seem very engaged, but this at least got them all to be active and participate. After they finished their sentences, they were to review another groups sentence to check for any errors. After this, they all returned to their seats, and the instructor wrote a prompt on the board. She asked students to spend the last 10 minutes of class writing a paragraph responding to the prompt, including reduced adjective clauses in their response. Overall, it was very clear that the atmosphere is very different when comparing a group 1 class to a group 4 class, but I really liked that the instructor still managed to incorporate group work and an activity that required the students to get up and move, while still covering all of the grammar rules and material.
10:00am-10:50am
I observed a group 4 grammar class, and right away I could tell it was structured much differently than the group 1 grammar class I observed last week. In this class, it seemed much more strict and intense than the group 1 class, which is to be expected. The students were learning about reducing adjective clauses during this lesson. To start off, the instructor put several different sentences containing adjective clauses on the board, and asked the students to pair up and go over the differences between the sentences, identifying the adjective clauses. Then, they reviewed several examples of how and when to reduce adjective clauses in their book. After going over these examples, the students paired up and were each assigned a new sentence from the book. They were supposed to go to the board and write the sentence with the reduction, and it was meant to be a competition to see who could finish first, without any errors. The students didn't seem very engaged, but this at least got them all to be active and participate. After they finished their sentences, they were to review another groups sentence to check for any errors. After this, they all returned to their seats, and the instructor wrote a prompt on the board. She asked students to spend the last 10 minutes of class writing a paragraph responding to the prompt, including reduced adjective clauses in their response. Overall, it was very clear that the atmosphere is very different when comparing a group 1 class to a group 4 class, but I really liked that the instructor still managed to incorporate group work and an activity that required the students to get up and move, while still covering all of the grammar rules and material.
Comments
Post a Comment