Essay on British Literature Lesson Reflection

1376 Words 6 Pages
I Introduction
Since my subject is British Literature, there has been a lot of thought regarding the priorities of the course. On one hand, my main aim is to help learners enjoy the artistic part of written language. On the other hand, I have been tempted by the idea of using my time to give a more language oriented lesson. The session used to write this essay is one of my first attempts to pursuit the second. When choosing the materials, I picked a short comedy written on the fifties (Pinter 2006, 1254-1259) basically because I thought It could be appealing to my teenager group. After that, the main objective of the session was designed. I understand that the process should be the other way around: first the aim, then the materials
…show more content…
Designing and implementation of tasks and activities
“A well-balanced lesson will contain some activities which are designed to encourage the students to talk and express themselves… to communicate.” (Holden and Rogers 1998, 15) In this sense, I found that the planning of activities was very adequate. Learners had the opportunity to read, find and identify lexis. When that was solved, exposing their ideas to the rest of the class provided them with time to communicate.

II.b Aspects which contributed to the success of the lesson
In terms of classroom management, an active monitoring of the pair, individual and group work helped the environment of the class. Often, I had to encourage students to speak English among themselves. This helped the class to keep on producing language, because the topic of discussion “The emptiness of life” was motivating enough for the learners to keep on trying to convey their thoughts. In order to increase STT, I took into consideration Scrivener’s advice: “Encourage a friendly, relaxed learning environment. If there is a trusting, positive, supportive rapport amongst learners and between learners and you, then there is a much better chance of useful interaction happening.” (Scrivener 2005, 86) However, I had not constructed that rapport in my previous lessons, so it was hard for my students to trust that their commonly evil teacher was now a patient and tolerant facilitator.
I have already stated that I chose the material (See
Open Document