Lessons

Your presentation was a beautiful example of using an engaging student-centred approach to teaching pronouns. Students gave you the vocabulary and you elicited sentences from them using these. You got them to change each sentence's subject with an appropriate pronoun. You drilled the structures and even had a tactile substitution activity on the board.

There were plenty of student-centred activities. The work on the board was engaging. Students worked individually and in groups; pairwork was included (as far as was possible).

You noted the new student and introduced yourself to him immediately. You engaged with your students on a personal level. Positive praise and even a high-five were handed out when students gave correct answers and you guided them encouragingly when they didn't. You also focused on the positive in answers that were not incorrect. Well done for refraining from demotivating interaction.

Getting students involved in the board work worked really well here. The examples as well as the ad-hoc sentences you created from students' nouns were sensible and clear. Students were seated sensibly for the activities; everybody had at least one person next to them at all times. Be mindful of your l's as the tail might confuse some students. You can also consider using a more prominent circle in place of the dots on i's, j's, and as part of punctuation.

Video of the functional language lesson, starting with a quick warmer to check that students are familiar with left and right. It was also a cold morning, so a literal warmer too.

Grammar: comparative adjectives