Video Lesson Reflection 5



Please reflect on the lesson, 

• Identify the phases and the aims of the lesson,

  • Vocabulary recap (first storybook that had been read previously, reviewing known words)

  • Storybook reading (reading a second book looking at new different animals and locations)

  • Hide-and-seek game (a guessing game of where the puppy was)


Aims of the lesson: To review and practice animal-based vocabulary and to put them in a location-based context.


• Discuss the aids the teacher uses,

The teacher used a few very useful tools to present the different stages of the lesson. Starting with a storybook, which I assume had been read by the class in a previous lesson, was a great way to review different vocabulary that the students had already known. Using a visual to ask them questions about the vocabulary and interact with the story rather than just using flashcards or pictures, is a great way to engage in the lesson especially when the vocabulary is isolated and rather combined with adjectives and other words. 


The second aid, a storybook that they hadn’t read before (assumingly), shows ow the students react to the stories and proves that they do take part in the lesson in an engaged manner, they know how to answer and understand different ideas related to the story. 


The third activity, using a house as a hide-and-seek game was a really interesting way for the students to engage in the locations and figure out questions and answers. While it could have been a little bit more challenging at times (since the students seemed to know the answer to everything pretty easily), it was a good way to have them play a game together as a group.


• Describe the problems which occurred in the course of the lesson. What do you think was the reason?

The general idea of the lesson was executed well in my opinion. The introduction to the topics, the vocabulary presented and the use of English was, overall, really well done. I think that the thing I would do to improve the lesson is make the final activity, the hide-and-seek game, a bit more engaging. The students all wanted to take part in the activity but it was an activity for a much smaller scale of a group and it made some of them more restless. The reason for this, I think, is the size of the class compared to the much smaller activity which would have to be answered individually rather than as a group, this can (and has) caused a little bit of chaos in this classroom. But overall, it was dealt with pretty well.


• What possible alternatives/amendments/improvements to the lesson structure can you think of? What would you do differently?

I think that the activities which the teacher presented were generally really strong games. They were able to discuss both general vocabularies as well as actions and locations in context. By playing the hide-and-seek game with the dog and the house, the students would be able to practice asking and answering questions about where they thought the dog was. A way that I think could be good to improve on that activity is to add more depth to the locations. For example “Where is Spot?”, “He’s in the bedroom. He’s under the bed.” It feels like it could be a great activity to practice prepositions of places. Maybe even having different students choose where to hide the character, or using the whole classroom for the game. For example, “Spot is next to the books” or “Spot is under the table”, the whole location could be used as a learning tool while at the same time, allowing the students to move and physically interact with the game and room.


• Was it a good lesson? Why (not)? What was it exactly that made it (un)successful?


In general, it was a well-done lesson. The children all seemed engaged and participated in the activities with interest. Rather than just using singular vocabulary words, the teacher taught using sentences and thematic vocabulary. The students already knew different context words, for example, they knew that a little dog was called a puppy, proving that the lessons were taught in context rather than following an “animal” theme. 


Furthermore, the teacher made the students practice answering in full sentences rather than singular words, by doing this and introducing other vocabularies (verbs, adjectives etc.) in the lessons, she prepares her class for when they are older and have to form longer sentences and more concrete ideas. This is great as it introduces the sentence forms and gets them familiar with other words outside of the target vocabulary.

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