Student name: Huizi Zhao

Date: 11/10/15
Title of artifact: Word pieces
Context: Original handout from student teaching.
A brief description of the artifact:
This artifact was designed for Pronunciation class for beginning level students. The
teaching targets were /b/ and /v/ sounds. Students should be able to recognize and
pronunce the two sounds at the end of the class. After the former steps of
presentation and practice, I gave them the word pieces that I cutted before the class
and put students in two groups. For the first time that I read the sentences from top
to bottom, one group listened to the words that had /b/ sound, the other one
listened to the words that had /v/ sound. Two groups should put the words in order
as long as they can recognize the sound. And then, two groups switched their roles.
At the second time, in case that at the first time students already put all the words in
order, I read the sentences from the bottom to top.
Explanation of what new ideas, information, or awareness came from this artifact:
Because students in the class were ESL beginners and most of them are Spanish
speakers, the sounds were a little challenge for them at the beginning. But after the
practice, they were able to distinguish the differences between /b/ and /v/. During
this activity, I tended to practice their listening with the two sounds. However, there
were some troubles with it. At first, they seemed confused with the activity: I gave
them the word pieces, but only few students knew what they should do. Secondly,
one group listed all the words in order at the first time, which made me read the
sentences reversely at the second time. After the class, I was thinking that I should
have modeled the activity before the problems occurred. In other words, I need to
improve the way that I deliver the lesson.
According to Lindwall K. (2011), lesson delivery has six steps: give directions, model,
comprehension check, give time, monitor&give feedback and correct as a class.
Teachers should give simple directions and preform the activity with a student. If
necessary, the teacher should ask students comprehension questions like yes/no
questions to be sure that students understand what the task is.
Reflection on how this will impact your approach to teaching and learning:
In the future, if I were the ESL teacher, I would always use the simple six to deliver
the lesson. To exemplify, if I will teach ESL learners pronunciation, and there will be
games and exercise in the class, I will read the instruction and model the game with
one student. Before the students start, I will ask them one or two comprehensive
questions like are you working with partner or with a group Futhermore, I will tell
them I will give them how many minutes they have and guide them if they have
question.

Reference:
Lindwall, K. (2011). The Simple Six. Personal Collection of K. Lindwall, University of
California Riverside, Riverside CA.