Whats for Dinner?

TLE1: EDUC 540b

USC Rossier School of Education: Dr Serena Gould
Presentation by Amber Au

Classroom Setting
Location: Freeman Country Public Library
Host Teacher: Martha Bowles
Learner Level: Intermediate
Number of Students: 4 8 students
On the day of the lesson 4 students attended: 2
South Americans, 1 Russian, 1 Ukrainian (All
women)

Lesson Duration: 90 minutes

Theoretical Focus
Constructivist and Sociocultural Theory
Students are able to co construct meaning
through interactions with each other.
Help students use English in daily life

Lesson
Curriculum chosen by the library system.
Step Forward: language for everyday life 2

Unit 7: Whats for dinner? Container,

weights, and measurement vocabulary
Focus: word meaning, correct pronunciation,
and correct use in a sentence.
Speaking, listening, reading, and writing

Strengths
Provided real life examples
Prompting students to provide answers to
unexpected questions
Concrete activities for the students to
complete and monitoring student progress
Challenging the students to form complex
questions using the vocabulary

Weaknesses
Initially speaking too quickly for the students
Sticking to the curriculum was restricting
Could have used the board more extensively
Specific example: writing out the word dessert
and desert to further a learning opportunity

Wish I had more tools to use to help with

pronunciation

Analysis
Overall the lesson seemed enjoyable
Students were engaged and expressed the
usefulness of the vocabulary words
I was able to adjust my rate of speaking and
language use to cater to the students I was teaching.
I would have liked to have more visual aids and help
with students ability to pronounce words more
clearly.
Host teacher helped to spread the wealth when
asking and answering questions

Discussion questions
What are some creative ways of teaching
correct pronunciation to
beginning/intermediate students in a low
technology setting?
How do you know when to balance
encouraging students to participate during
class on their own versus calling on students
to respond to prompted questions?