TRAINEESHIP REPORT

Two weeks Training Session in a Collge near Nice

From 17th November 2014 to 28th November 2014

Master 1 Meef Anglais Student:

Nathalie Boin
The Tutor: is an English Teacher for Collge Classes
Teaching the 6th, 5th & 3rd grades
Number of students: between 24 & 29 students per class
1 School Aid: for the 6th & 5th Grade

1. Describe the plan and implementation of a single class activity (include lesson plan,
teaching materials where appropriate)
2. Include a brief background information class (teacher, learners, classroom context)

3. Either

audio/video

record

class

activity,

then

transcribe

and

analyse

OR collect learner productions (oral or written assignments, completed in class or for

homework) to analyse
4. Observe another teacher in your school and conduct a parallel analysis of one of their
lessons

1. Describe the plan and implementation of a single class activity (include lesson plan,
teaching materials where appropriate)

This activity concerns the oral expression, which includes reminders, the implementing of
prepositions, and vocabulary. It has been performed in the 6th Grade. It lasts around 15-20 minutes.
The theme is: In the bedroom there are or there is something. Where is it?
While there is no Interactive White Board in the class there is a video projector, which the teacher
uses on a regular basis.
The aim of this exercise is to be able to explain what is in the bedroom and where the object is
situated, while students use the prepositions: next to, above, under, between, and the present tense.
At the same time the class must: Use the vocabulary and terms they have already learnt and written
on their workbook.
With the help of the video projector, a drawing of a bedroom appears on the white board.
The teacher starts with a sentence to give the tone:
-in the bedroom there is a lamp. Where is the lamp ?
The students must be able to remember the vocabulary (under, above, between)
While the teacher points to the object with her finger one student raises his hand and answers.
Then she asks who wants to ask the following question and go to the whiteboard.
One student gets up and goes to the board and starts : in the bedroom there is a carpet, where is the
carpet ? (pointing to the object).
Then she awaits an answer from another child. A boy answers out loud in front of the class : the
carpet is between the bed and the wall.
The boy hesitates, he cannot find the word (the teacher assisted him).
It is the boys turn to go to the board and asks a question to the class. In the bedroom there is a cat,
where is it?
As a young girl answers the cat is under the bed, the little boy goes back to his desk and she goes
to the board and points her finger to the cat.

A total of 5 to 6 children participate actively in this exercice and they are told that if do not make
any mistakes, they have a bonus added onto their marks.
This exercice enables children to practice their English, participate in an almost real life situation,
and be active in the class, to be part of the exercice and not get bored.
The class had to learn new words (the bedside table, the shelf, schoolbag), so the teacher writes
them down on the whiteboard in complete sentences and asks the class to do the same on their
workbook.
Then she handles everyone a copy of the image of the bedroom for the class to glue on their
workbook and asks to colour it at home.

2. Include a brief background information class (teacher, learners, classroom context)

Mrs Mxxx has been teaching for the last fifteen years in the same Collge.
Her goal is to adapt herself to each classroom so that all understand the lessons and the vocabulary
and get to the level required. She uses images, gives comparisons, repeats herself on a regular basis.
She also ensures that the previous lessons are still clear in her students minds and that they are
improving.
The tutor uses different tools in order to teach effectively and stimulate the class with the help of
her workbook, the videoprojector, audio documents, movies, images. She also organises class
projects and little games. There are between 26 and 29 students per class. A few are a little older
than their peers.
Each activity is short and takes place in a happy atmosphere. Those who are distracted or restless
are kindly, but not without a certain kind of humour, asked to remain calm or else they are given
detention or copy lines.
If the teacher notes a regular inadequate behaviour on a students part, he/she is asked to seat in
front of her desk to keep an eye on the student and control him/her if necessary she will contact
the students parents. The teacher is very watchful to the behaviour of her students, she ensures that
the class is not much disturbed by such behaviour.
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Furthermore, if there is a student that shows signs of learning difficulties, she strives to assist
him/her on an individual basis and pays more attention to his/her difficulties and will contact the
parents. In two of her six classes, a School Aid assists two dyslexic children. Thanks to his support,
they follow the curriculum at their pace and feel free to participate in the class activities.

3. Either

audio/video

record

class

activity,

then

transcribe

and

analyse

OR collect learner productions (oral or written assignments, completed in class or for

homework) to analyse

These details concern a Grade 6 class

Oral expression, reminder of learnt vocabulary and active participation on the class part:
The English Classroom Ritual :
It takes ten minutes and starts right at the beginning of the class.
One student must come close to the white board and asks questions to the rest of the class:
A great majority participates in that ritual.
-

One student (N1) stands up, goes to the board and asks a question : what is the date
today?

Several students raise their hands, and Student 1 chooses one of them

Student 2 answers Tuesday 25th November he goes to the white board and writes the date
(there is one mistake (the re/er reversed) and the teacher asks Student 2 to correct it right
away)

The teacher asks the class to repeat the date out loud.

Then Mrs Mxxx tells Student 2 to site down and asks Student 1 to continue

Student 1 asks to the class : what is your name (she points her finger to one of the students
who wants to answer) many want to give their answers and one even stands up.

Student 3 answers : my name is Lxxx (smily face)

Then student N1 asks the same question to the class.

Student 4 answers: my name is Rxxx

Same question to the class whats your name?

Student 5 replies : after hesitating Euuu my name is Txxx

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Then Mrs Mxxx intervenes and assists Student 1, she asks Student 1 to change the
question. like :where are you? .

Student 1 repeats : Where are you? (hesitation, then she points her finger to one student on
the third desk to the left)

Student 6 answer : I am in front of (she looks at the student).. Mxxx

Student 1 repeats the same question, and points her finger to Student 4 (who is very excited)

Student 4 replies : I am behind Nxxx (his is giggling)

Same question from Student 1 to the class

Student 7 says : I am between Mxxx and Vxxx

The teacher stops the exercise and thanks Student 1 for her good participation as well as the class,
and goes on with another activity: She tells everyone to open their workbook and write what is she
wrote on the white board while students were participating in the Ritual.
This Ritual and exercise is practiced on a daily basis, it allows the class to remember the vocabulary
through repetition and live condition.
The aim is to remember and use the vocabulary related to prepositions (behind, in front of, between)
and use the present tense and questions.

4. Observe another teacher in your school and conduct a parallel analysis of one of their
lessons

Miss Rxxx teaches Class 4 -7th and today Tuesday 23rd November she does her usual ritual: She
asks one student to take the roll while another one writes the date on the white board All the class is
done in English The theme is Space and Exchanges
One student chatts aloud the teacher asks him to hush, in a high voice.
Audio document is used : about a youngster in Ireland (Dublin) who sings
Listening session (Class knows about it already) : The whole Class listens
There are questions about the audio... The class participates shyly and appears more selfconscious.
Teacher asks pupils to open their WorkBook who must have it with them everyday
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Thenk they listen again to the Song And Check in their WorkBook the answers and vocabulary
Miss Rxxx asks more questions, uses repetitions and she assists the class when necessary
Grammar acquisition: be+ ing
Teacher asks questions relating to the audio and teaches vocabulary (theatre, the musician is on
stage).
Another listening session to help in comprehension /attention : Miss Rxxx asks the class to look at
pictures in workbook and she compares pictures to the audio
Questions and repetition of grammar: be+ ing
There is not much Interaction on the class part. She insists on getting participation.
Then, she assits the class with mimics (gestures) reminding them that they need vocabulary to
express themselves.
Comprehension : lyrics are difficult to understand so the teacher explains the lyrics
One student sings out loud... the teacher tells her off nicely but firmly
Then Miss Rxxx Repeats questions about the lesson
Participation > use of vocabulary and be+ing
The students relate the audio (it is about and verb be+ ing)
The teacher writes the details on the board (while the Class copy in their workbook). The teacher
made a mistake immediatly she excuses herself and corrects herself.
Later, the teacher gives her class a document "a brief history of Ireland"
The aim is the acquisition of the English Comprehension. The whole text is in English and
questions and answers are in French. This time, the class participates actively (but mostly in their
own language).
> The teachings from both teachers present only slight differences mostly due to the differences in
their personalities.
One has a more humorous tone whereas the other one shows more authority.
> Interestingly, the fact that the teacher is more authoritative (voice and behaviour) does not prevent
some students to behave in looser way, and besides, this authority seems to create a shyer
atmosphere when active participation is required.
> Teachings methods : Both use repetitions (oral, visual and listening). One uses the Workbook on
a daily basis whereas the tutor does not (she adapts her lessons to the class).
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