English Class Report

As a teacher I feel the responsibility of sharing my knowledge with people every where. The discipline of “Estágio Supervisionado da Língua Inglesa” is an opportunity to put on practice what I have learned at the university, and it contributes to get more experience giving lessons into real classrooms. According to the professor’s clues we were able to deal with the students properly as well as learn with them and build up a good relationship with respect and trust.
In order to apply my knowledge I had the task of teaching four lessons in “Ensino Fundamental” from sixth to ninth levels. I chose a public school called “Escola de Ensino Fundamental e Médio Assis Bezerra” placed in a city named Quixeramobim.
At first I thought about giving classes as they were regularly proposed, but after I realized that giving specific classes would be more valuable. I had in mind the fact that many students do not feel comfortable studying English, and I wanted to present the language in a different point of view, and to make this, all the students should be interested in my lessons. Then, I decided to ask the students who really wanted to study English and know a little bit more of this language, if they were able or not to participate in my classes.
I chose to work on ninth level as it is the last level before high school. At the school there were two ninth level classes. In order to be known by the students I visited each class, presented myself and explained them what was my purpose over there and why I had to give lessons of English language. So, I invited them but warning that only the ones who really were able to learn signed in the classes. After going in the two classes, thirteen students had signed in. I felt a little bit disappointed because few students were interested in learning English, and I really expected more. Maybe I scared them saying that I would give class only the ones who were interested in learning. Probably I may have mistaken but that was my suggestion.
During my presentation, I could notice that the students were not interested in learning a foreign language, maybe because they never were motivated, or do not have good material to study. Another point is that the teacher told me that it was really difficult to teach because she was not graduated in English and they really did not have books or anything like that to help them learn English.
This kind of reality is very common in public schools. Many teachers are not able to teach English, but as the educational system allows it, this happens, unfortunately the quality is not the same as if it were with graduated teachers at least.
These were the first impressions that I had. But there would be no problem then, as some students showed interest in learning English.
As the students studied during the afternoon, I had to teach them during the morning. The coordinators of the school gave me support to teach during this period providing a classroom and a CD player.
I planned the lessons mainly based on cultural aspects related to vocabulary, grammar points and conversation. The contents developed were very superficial; the intention was to apply the context of English language in the world today to the students.

1. First Day Class

1.1. Description

The first day class happened on August 9th. I had planed the class expecting more than ten students, but only three really appeared. I got a little bit frustrated, because I cared about the lessons with vocabulary, grammar points and so on. But as I had to conclude my traineeship, the class was given properly.
The main aim for the first class was to inform students, historical and cultural aspects of the English language. I wanted to be clear about the context of Shakespeare’s language, especially because many students study English but they do not even know why. Then, as a matter of knowledge I tried to approach the language to students’ reality. Another important aim was to make students acquire more vocabulary, as well as learn simple grammar points. My intention was to intertwine the gain of vocabulary related to grammar, and then, show that they were able to understand some sentences in English. The very next aim was to focus on reading skill. In this section I purposed students to read some texts and cartoons, asking them what they could understand or not. Like this I was able to perceive their lack of vocabulary and comprehension of grammar rules. I chose texts that I figured out to be more interesting to the students, because I could make them get closer to the language. I noticed they were connected with what they were studying, and this was very motivating for me.
As the class had only three students, three girls specifically, it was easier to work with them, and during the lessons I did not have any problem of a disturbing behavior.

1.2. Telling the Development of the Class.

The class began at eight o’clock and finished at ten o’clock. Every step was specified in the lesson plan, but not everything was applied because I changed of mind depending on the time or on the way students felt about the activity.
The classroom’s conditions were quite good. There was a white board, a desk and chairs not so comfortable. The class was well lighted and quite clean. In short, it was able to have classes in it.
At first, I introduced myself and presented the topics that the students were going to work with during the classes, including methodology and cultural aspects of the English language.
After that, I asked them what they were studying in “Ensino Fundamental”, they said it was days of the week and months. Considering the students’ level, this kind of vocabulary does not fill their necessities, because it is very superficial for a ninth class level.
I started the lessons effectively talking about historical and cultural aspects of English. I asked them to name countries which have English as the official language and famous people who speak it. My intention was to make them free to speak, as I wanted to have a good relationship, it was important to listen to what they said. Then, I explained some grammar points such as verb be and subject pronouns. As they had a previous idea of these contents, the explanation flowed without any problem. With this introduction the students felt more relaxing to make questions, speak and even read the texts.
To support the traineeship, I prepared some material with cartoons, texts, and songs as a guide for the students (see annexes page 8).
Following this very first part, I handed in to the students the worksheets with the texts. The first exercise was to interpret the use of a word into a sentence in English. I explained that it was always necessary to focus on the context to understand the real meaning.
Yet, we worked with a song, basically to point out aspects of pronunciation and to gain more vocabulary. This activity helped them to focus on the written text and at the same time improve their listening skill. Nevertheless, I felt that the way I prepared this activity was not satisfactory because they were not able to follow it. It would be better if I had brought an easier and shorter song.
To conclude the first day class, I asked them to read some comic strips. But as they do not have a good vocabulary I translated most of them. But, this part was funny and relaxing. The aim was just to show students that learning English can be funny and easy. We finished and said good bye, and in spite of the difficulties, it was really nice that the students wanted to learn more about the language during the first day.

1.3. Considerations

Most of the times the methodology was audio-lingual, and this was important to call students’ attention. We discussed about many issues together, and they were free to make questions, even if the answer were hard they shouted saying something, they were not afraid of committing mistakes.
During the very first day another method significant was working with music. Students always become interested in songs, even if they do not like them. Using a song, we can work on vocabulary, listening skill, grammar uses and so on.
As the students’ English level was low, it was a challenge to develop deep aspects of the language. But I spoke a little bit in English to show that they were able to learn as well. My intention was like a seed, if they had become interested in learning this foreign language, it is a signal that they are open to get knowledge, and in the future it will grow up effectively, they just need some help. Talking to them, I was able to know their reality a little deeper. I perceived there was a gap which can be filled with knowledge and reading. My mistake was to perceive this only when I was reporting this traineeship. Maybe I could have warned them during the class, the importance of reading and studying in the world today.
These students do not have a good education. Later on they will lack of knowledge and unfortunately they will not be prepared to keep on studying or get a good job. That is the way I feel. This opportunity of teaching English to students of the public school showed me this point of view. If these students do not have support to make them learn, their future may be ruined. And what I tried to do was to show them they were able to develop new skills and different kinds of knowledge. Although my time there was too short, things that I said, although I had forgotten some important points, maybe, had some value for them, and this certainly would be a pleasure for me.
I did not use complex techniques of English teaching. The main method was audio-lingual. We worked with some writing and reading exercises which helped the students to link the contents explained on the board.

2. Second Day Class

2.1. Description

On 11th, second day of traineeship, my class was supposed to be observed by the teacher of English. But unfortunately, she did not go to watch my lessons and consequently my methodology could not be evaluated. Then, some points I might have failed and she probably would perceive were not analyzed. In relation to the place we used the same classroom, and the students were the same too, only three appeared.
In relation to the lessons, the material I used was very similar to the first. I focused on the same methodology as well, especially reading and listening skills. The main aims were to make the students know different uses and contexts of English language; to acquire more vocabulary and learn some grammar points as well; to focus on reading comprehension; and at last to establish a sort of relation of the students with the target language.

2.2. Telling the Development of the Class

The lesson began with a warm up from the first day class; following this the students read some comic strips and answer a short exercise, this activity did not take long. At the very next moment we worked with a song applying listening comprehension and pronunciation. After that, we worked basically with texts and vocabulary in general. In relation to this part of the class, the topics discussed such as friendship, talking to parents and so on, somehow, were linked with the students’ reality. I perceived they developed speeches about the issues. This was valuable because the students felt the activity was close to them as part of their daily lives.
Later on we used one more song to conclude the second day class. Then, we finished the lesson describing the experience we had, also pointing out that learning English can be really fun and useful nowadays.

2.3. Considerations

This experience was valuable for me because I could mirror myself at the students’ reality. The kind of difficulties they have I had in the past, but I was able to keep on studying and consequently acquiring more knowledge. Although only three students attended my lessons, they were really interested in learning, and this is what matters the most.
The last day class was more relaxing. The students already knew me, and they felt freer to speak and do the activities. As well as the first day class, the methodology was basically audio-lingual, with discussions based on texts, with also the use of music as a tool to teach vocabulary, and improve listening and pronunciation skills. These aspects combined helped to produce good classes.
During the lessons the students and I had a great relationship. This was very important for me, because into a classroom the teacher has to be a sort of a guide to the students. We as professionals of education can not be distant from them, we have to be close and help them when they are in need.
I felt the few these pupils learned may be very relevant in the future, and I hope I had made a good contribution to form them. I do not see this traineeship as an obligation of the curriculum, but as great experience we as teachers have to face. Daily we handle with different and hard situations, and then we have to be prepared to apply what we learned properly.

3. Final Considerations

In this work I presented a summary of two days of English lessons at a public school. The efforts were basically to show the students a little bit of the influence of English language all over the world today. Yet, our aim was to introduce this foreign language pointing out that learning a language means acquisition of a new culture, new customs, in short, everything related to the target language.
During the traineeship such aspects as cultural and historical were analyzed, and the students had the opportunity to know more about the language. This experience was important for me because I could reflect about my methodology and way of teaching English. In order to improve my teaching techniques, I must take care about choosing the right material according to the students’ level. In this point I am aware that I still have difficulties.
A positive point about my methodology is that I had a good relationship with the students, and somehow they felt free to speak issues related to the contents during my lessons.
In short, these day classes helped me to build up new ways of teaching English. And now I come along with the idea that no matter who is the student, we as teachers must identify his necessities and work on them. Of course it is a hard task, but it is possible if we do a good work.



Bibliography

Aun, Eliana. English for All, Ensino Médio, volume único/ Eliana Aun, Maria Clara Prete de Morais, Neuza Bilia Sansanovicz. – 1. ed. – São Paulo : Saraiva, 2001.