| Popis: |
This paper focuses on an English pedagogy course with mock lesson teaching. In this course, students work alone or in pairs, write a lesson plan, and conduct a 50-minute lesson with the other students acting the role of secondary school students. Before this course, students have already taken two courses: an introductory course for teaching English, and a course to teach specific micro-skills for English teaching. This paper outlines ten checkpoints for these students that provide the essence of organization of a lesson, preparation of materials, and reflection after their lesson. First, the checkpoints for warm-up, review, and obi (literally sash, but this means something lasting across lessons) activities include choosing the most efficient short activities for language acquisition, efficient use of digital tools, and how to choose review activities. The next stage in a lesson to check is teaching reading comprehension and word usage. The point at this stage is whether the reading comprehension questions facilitate reading comprehension of all the text, and whether they pick up all the English forms in the text that students need to pay attention to. Checkpoints for teaching output activities include the selection of tasks of appropriate volume and quality, and the construction of appropriate scaffolding after selecting tasks. Finally, checkpoints in the assessment rubric and post-event feedback for students' products include whether such an assessment policy is ready and demonstrated to students at the outset, and whether a long-term policy for post-event feedback on English forms is set. |
