Visual Aids

Lesson 1

(* on white board)

Polar bear mouse kangaroo Australia desert pole river

Nile Florida crocodile beetle earth jump

Teacher: Well done, now let’s go over the names of the animals again. (Holding cue cards all in one hand).

Repeat after me: polar bear, mouse, kangaroo, crocodile, penguin, beetle.

Now let me shuffle the cards. Karim, come and take a card.

Sammy, can you guess which one he has?

Sammy: Is it a bat?

Karim: No it isn’t

Sammy: Is it a beetle?

Karim: Yes it is.

You take a card Francine.

Negative:

1. The words on the board are jumbled together with no attempt at grouping.
2. The selection of animals is strange (unless they are connected with a story). The teacher could have grouped animals by type or by where they live
3. The cue cards should be held individually so they are clear.

Positive:

1. The teacher has tried to draw. This makes class smile, especially if you are not very good at drawing.
2. The teacher has marked the stress on the words on the board.
3. The cue cards are handled by the students, so they are active learners.

Lesson 2

(20 students)

Teacher: Today we are going to talk about countries and capital cities. Here is a map of the world on the white board. You each have the name of a country on your card. Can you put the country name on a place on the world map?

Students place cards on the white board.

This country is in the wrong place. Where should it be?

Student: What is country name?

Teacher: Egypt.

Student: There miss. (teacher moves Egypt card to Egypt)

Teacher: You also have some names of capital cities. Can you put them in the right place?

Lots more cards on the board. Students come to the board and then sit down again.

OK, now let’s get them in the right place. (Turns back on class and begins sorting out the board.)

Put your ideas here. Comments appear at the end of this section.

Lesson 3

(5 students. The teacher’s table has a box on it with a hole in the top. )

T: Good evening everyone. I have a box with me today. Can you guess what is in the box?

S1: Mobile Phone

T: No

S2: Beer and cigarette.

T: Sorry, no! (taking out the banana, puts it on his desk) It’s a banana. (laughter from everyone) What else is in the box?

S3: Apple?

T: Yes, very good. It’s an apple. This is an apple. (puts it on his desk)

There is one more thing in the box.

S4: Is it an orange?

T: No.

S5: Is it a mango?

T: No. It’s a pineapple. Puts it on his desk. Today we are going to talk about fruits

COMMENT

Lesson 2

Negative

The board gets covered in little pieces of paper and the teacher cannot use it.

The board gets covered in little pieces of paper and the teacher cannot use it.

The teacher has to turn her back on the class in order to sort out the problems - delay.

Positive

The world map is well drawn and large.

The students are immediately involved in the lesson, as the pieces of paper are ready on their desks when they come in.

The overall topic of the lesson is very clear because of the visual aids.

Lesson 3

Positive

There is an element of surprise in the lesson, and fun, by introducing the box.

Students are able to participate as they are asked to guess.

The teacher has brought in real fruit.

Negative

He does not let the students take the fruit out of the box

He hurries the presentation and the class do not get many guesses.

He gives the words banana and mango as he takes them out of the box. It is important that students try to give you the word, especially with beginners as you can judge how much they know already.

Perhaps you spotted different things?