Yuanhui (Kim), Gao

Reflection: student teaching lesson plan

1. Skill, teaching point, level, number of students

Skill- Conversation

Teaching pointAsk: What do you think I should do? /What do you suggest? /What would you
do (in this situation)? /What would you do if you were me?
Answer: I think you should get /Maybe you should try /Why dont you /If
I were you, I would /Make sure that /I dont think you should /You ought
to /You ought not to /If I were in your position, I would /If I were in your
shoes, I would /You had better/Whatever you do

Level- Intermediate

Number of students- 15 people

2. What worked well? Why?

I taught the functions of asking and giving advice for my first teaching class.
This topic and the lesson were practical for students. Giving students a chance to
speak and checking the level of students were my main points for the first teaching
class. The icebreaker was very useful and fun as a beginning of my lesson. I gave my
self-introduction first, and then asked students to introduce themselves to their
partners, and they had to answer two questions. Then, I asked students to report what

their partners said. In addition, the passage that I chose for the lesson was good, and
the structure pattern was reasonable. Then, the expressions that I chose for asking
and giving advice were valuable and useful. Moreover, the notes that I added on the
handout for expressions were appropriate. Lastly, the exercise that I made for the
lesson could reflect how well students learned about functions in this lesson.
3. What didnt work well? Why?
Firstly, the pattern that I made for the dialogue was not very clear. The dialogue
has three parts, which are speaker A asking for advices and speaker B offering but A
hesitates, and then speaker B offers another advice but speaker A rejects and asks for
one more advice. Lastly, speaker B gives one more advice and speaker A acceptsbut
the pattern I made only includes two parts, which are speaker A asks for advice;
speaker B offers but A hesitates; speaker B offers another advice; speaker A accepts.
The pattern, which I made for teaching the steps of asking and giving advice, should
be suitable for the article. Then students can use the article as a model and then create
their own dialogues, but my pattern confused students and this part was not
successful. Secondly, for the exercise that I made for practice, I didnt make a model
firstly which was a big problem. The Teacher always needs to model each exercise
firstly, and then students can know what they should do or how they should do it.
4. What changes would you make if you were to teach the lesson in the future?
If I can teach this lesson again, I would like to do these changes. Firstly, I will
choose a shorter dialogue, which contains only two parts for asking and giving advice.
Secondly, I will make the pattern or steps for asking and giving advice more suitable

for the dialogue. Then students can use the dialogue as a model. Thirdly, I will do the
first question for each exercise as a model before I ask students to do. Lastly, I will
give more explanation and more examples for explain the expressions for asking and
giving advice, and use the model dialogue as a model to teach students how to use the
pattern for asking and giving advice. Then students will know how to use all these
expression instead of just knowing the meaning of each expression.