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Teaching and Learning Roles Blairs Lesson Unreal Conditionals When I looked at Blairs lesson plan I tried to predict

t what his role would be at different stages during the lesson and what the learners role would be. In some stages my prediction was correct and in others it was different. I had predicted that in the first stage of the lesson Blair would be the focus. His intention at this stage was to activate his learners schemata by talking about himself. The learners were engaged and very interested in hearing about Blair and his girlfriend in Lithuania. Learners enjoy listening to some personal information about their teacher. It is also a chance for them to hear some natural English. For the second stage of the lesson I had also predicted that lesson Blair would be facilitating as he was using an inductive approach. My predictions were correct as Blair grouped learners and they worked together to revise the rules of the unreal conditionals. The learners at this point were focusing on the form of the conditional and deciding on which use went with which sentence. Blair then took feedback so the focus became more teacher-centred as he stood in the middle of the room. Learners were given an opportunity to ask questions if they were not sure of something. During the following activity I had predicted that it would be learner-centred and they would be engaged and autonomous. However due to, perhaps, the topic of the activity I did not feel that the learners were engaged and at time they appeared rather passive. Throughout this stage of the lesson Blair had to ask questions to try and get the learners to speak. Instead of this being learnercentred as I had predicted it appeared to be a teacher-led discussion, which was not that successful. Blair had found a poem written by the famous Brazilian writer Jorge Borges and I had predicted that the learners would have been engaged. Again my predictions were wrong as only one of the Brazilian learners had heard of him. Because of this I also felt that the next activity fell flat and the learners did not appear engaged. This obviously was seen during the feedback. I think that it is very important when planning lessons to ensure that any activity we would like our learners to do is achievable. If he had set up his activities in a slightly different way they might have been more successful. I think that the learners needed prompts written up on the board. They could then have used them as visuals to help them think of things to say. I also feel that Blair sitting in the middle of the circle raised the affective filter. As teachers we have all experienced an activity not working. When this has happened to me I have scrapped the activity and done something else. I noticed from Blairs lesson plan that he had a flexiactivity so he could have decided to curtail the Utopian and try that instead. Having something go wrong is sometimes a good thing as it makes us aware of how to deal with this happening on another occasion. At the end of the lesson, the consolidation stage I had predicted that this would be teacher-centred and my prediction was right. Blair gave a rationale for the lesson. This is one of the things that I have taken away from all of his lessons and hope to remember to use in my own. 1 Linda Azzopardi Observation Task: Teaching and Learning Roles