Journal

Department of AELT
2020103324 Seung-A Kang
(1) Journal entry: 1
(2) Date of entry: 18 December
(3) The micro-teaching process

The lesson applies the Total Physical Response method to make language learning fun and
engaging. It includes activities like origami, gestures, chanting, and a game to help students
enjoyably learn English. The lesson starts with a friendly greeting to create a positive
atmosphere. This greeting is like an icebreaker, making the students feel comfortable and
ready to learn.

Task 1 is about learning banana origami. Students are taught to fold a paper banana
differently—up, down, backward, and forward. The teacher shows these actions and
encourages students to copy them, repeating to help them remember.

In Task 2, students use gestures to act out using a banana. They hold a pretend banana on
their head, place it on a desk, or pass it around. This hands-on activity helps them remember
the words better.

Task 3 adds music to the lesson. Students listen to a fruit-related song, sing along, and move
to the beat. New words like shake, peel, cut, and put together are introduced. This adds a fun
and musical aspect to learning while improving language skills.

Task 4 ends the lesson with the Simon Says game. It reinforces what students learned by
using the expressions from the lesson. Tricky parts are explained again to make sure everyone
understands.

In summary, the lesson uses a variety of activities to create a well-rounded and enjoyable
learning experience. From origami to gestures, chanting, and a game, each part contributes to
making learning English not only effective but also fun for the students.

(4) What went well and what needs to be improved

The Total Physical Response (TPR) lesson plan implemented a range of activities to infuse
fun and engagement into the English language learning process. The incorporation of
origami, gestures, chanting, and a game aimed to provide a well-rounded and enjoyable
learning experience for students.

One notable strength of the lesson was its variety of engaging activities. By including
diverse elements, the plan catered to different learning styles, making the lesson dynamic and
interesting. The application of TPR principles, which encourages physical actions and
movements, proved effective in making language learning a multisensory experience.

The establishment of a positive atmosphere through a friendly greeting at the beginning

acted as an effective icebreaker. This set a tone of comfort and readiness to learn, contributing
to an overall positive learning environment. The strategic use of repetition in Task 1 was also
commendable, serving as a tool for reinforcement and aiding students in remembering
vocabulary through repeated actions. The hands-on learning approach in Tasks 2 and 3,
involving gestures, music, and movement, enhanced interactivity and contributed to the
overall enjoyable nature of the lesson.

One potential concern was the risk of overemphasizing fun at the expense of language
depth. While engagement is crucial, it's essential to ensure that the educational objectives are
met. Additionally, time management emerged as a potential challenge, as certain activities
might take longer than anticipated, potentially affecting the overall pacing of the lesson.

(5) Analysis and evaluation

To enhance future implementations of similar lesson plans, there are specific areas that
could benefit from improvement and practice. Ensuring clarity in instructions, particularly
during interactive activities like origami and gestures, is crucial to avoid confusion among
students. There is also a need to incorporate a more formal or informal assessment component
to gauge students' comprehension and retention of the introduced language.

In future iterations, striking a careful balance between fun and learning objectives will be a
priority. This involves evaluating the equilibrium between enjoyment and educational
outcomes to ensure that both aspects are effectively achieved. A flexible approach to time
management will be adopted, allowing for adjustments based on the students' engagement
and pace.

To enhance instructional clarity, regular practice in delivering clear and concise instructions
for each activity will be implemented. Additionally, an assessment component will be
incorporated, whether in the form of a brief review or quiz, to gauge the effectiveness of the
lesson and identify areas that may require further reinforcement.

In conclusion, the TPR lesson plan laid a foundation for a dynamic and enjoyable language
learning experience. By reflecting on its strengths and areas for improvement, future
implementations can be refined to maximize both engagement and educational outcomes.
 Journal
Department of AELT

2020103324 Seung-A Kang

(1) Journal entry: 2

(2) Date of entry: 18 December

(3) The micro-teaching process

In this micro-teaching process, I began by motivating students through engaging questions

about travel preferences. Following this, learning objectives and the day's activity were
introduced. The main part of the session involved displaying a picture related to a country,
prompting students to guess, and subsequently providing information about the culture. Then
I reviewed continents and introduced countries and nationalities.

During the body of instruction, various examples were presented, not covered in the quiz.
The first activity involved distributing worksheets for students to solve, while the second
required students to fictionalize their name and nationality, engaging in a chain of questions
and responses. The third activity involved an information gap exercise, followed by a
discussion about the expressions used. In conclusion, I asked students about the rules they
identified and elicited examples.

(4) What went well and what needs to be improved

The lesson's overall organization was a standout positive. The natural progression from
introduction to development and conclusion contributed to a cohesive and engaging learning
experience. This smooth flow is crucial for maintaining student interest and understanding.

The incorporation of pair work was a success. Clear instructions for pairing prevented
confusion among the children. Pair work fosters collaboration and provides students with
opportunities to reinforce their learning through discussion and interaction.

The decision to utilize a chain drill for speaking practice was effective. This method
maximized student participation and allowed for ample oral practice. Engaging students in
speaking activities is essential for language acquisition, and the chain drill proved to be a
valuable tool in achieving this goal.
 A notable oversight was assuming that young children may not fully grasp the difference
between 'country' and 'nationality'. To address this, future lessons should incorporate a brief
pre-lesson activity or discussion to assess students' understanding of key terminology. For
example, a quick game or discussion where students match countries with their
corresponding nationalities can serve as a diagnostic tool to gauge prior knowledge.

During the lesson, the presentation of answers relied solely on verbal explanations in
complete sentences. Recognizing the diverse learning styles of students, adding written
examples of complete sentences on the screen slides could enhance comprehension. For
example, explaining "I am from Spain," and displaying the complete sentence visually can
reinforce the structure for visual learners.:

In the chain drill activity, there was an opportunity to improve the correction process. While
correcting a student's mistake, it's crucial not only to point out errors but also to provide
guidance for self-correction. This encourages active learning and participation. For instance,
when a student mistakenly says 'Spanish' instead of 'Spain,' I can guide them with a prompt
like, "Can you say that sentence again?"

(5) Analysis and Evaluation:

Analyzing the lesson, it is evident that the interactive elements, such as pair work and the
chain drill, were successful in engaging students actively. The understanding of potential
knowledge gaps, such as the distinction between 'country' and 'nationality', allows for a
targeted approach in future lessons.

To evaluate the effectiveness of the lesson, I will collect feedback from the students, either
through informal discussions or a brief written reflection. Additionally, I will review the
performance of individual students during activities like the chain drill to identify specific
areas that may require further reinforcement in subsequent lessons.

For the next lesson, I will implement a brief pre-lesson activity to assess students' prior
knowledge and understanding of key concepts. Additionally, I will incorporate visual aids in
the form of written examples on-screen slides to reinforce verbal explanations. During
interactive activities, such as the chain drill, I will ensure that correction involves not only
pointing out errors but also providing students with the opportunity and guidance to correct
themselves. Continuous reflection and adaptation will be key in refining the teaching
approach and ensuring optimal learning outcomes.