Video Analysis Of A Primary-5 Family

Video Analysis of a Primary-5 English Lesson "Family"
Introduction:
In the video, teaching objects which learned English as a foreign language were primary school grade five students. They were divided into 6 groups and each group had five students. Both of the teacher and students’ first languages are Chinese. The class emphasized the acquisition of frequency adverbs like “sometimes”, “always” and so on; and the common everyday dialogue like “what do you do on the weekend?”. The process of this class was logical and sequential. The teacher played a song as lesson opening. During the class, teacher used the eliciting technique as cue to stimulate students’ motivation in listening, speaking, and reading. At the end of the lesson, the homework
There were both strengths and limitations appearing in this class. On the one hand, both of these methods were teacher-centered method, which allowed teacher to control the whole class, such as giving error corrections and instruction. It was necessary for the teacher to require beginning level students repeating the target dialogue patterns and correct errors, which were in order to help students memorize and speak them in a correct way. Thus, the PPP method was shown in the lesson structure and sequences. On the other hand, teacher’s pronunciation was required being native-like, or it would make the negative influence to students’ pronunciation. The opportunities of students using the target language were ignored as shown in the video. It was also considered as a limitation of the ALM method which ignoring the initiative of students and the application of language in reality. For example, students spoke English only when answering the question and discussing in group. The GTM method was shown in the instruction giving in the first language of the
After analyzing the video, there three arears could be applied in the mock teaching, they were the teaching plan, instructional methods and the classroom communication. Firstly, a logical lesson plan should be matching the process of learning a foreign language. We will spend more time to focus on the practices of teaching objectives and concept checking, according to Skinner’s Behaviorism. When students grasp the target knowledge, the teacher should deliver an improvement in communicative ability of students step by step. Thus, it is necessary for us to provide correction and more opportunities for students to use English in the mock class. Some attractive activities could be arranged for the young