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checklist to keep track of which students have spoken and what they had difficulty with. The handout is included here.
G. CLASSROOM MANAGEMENT
In order to manage the classroom, I have given the recorder for each group a sheet where they can write down the names of people in their group and what role they would play. This will help me keep track of where everyone in the class belongs and what tasks they should do. Having students choose their recorder gives them a sense of involvement with the group process. Having just the recorders report back will ensure orderly responses to my questions. In later class sessions, I will make sure the role of recorder is given to other students in turn. To make sure student groups are all evenly balanced, I will place lower proficiency level students with higher level students who can help them. This will give the stronger students a sense of purpose and the weaker students will not feel they are left out of the process. Thus, all students will participate more willingly.
H. EXTENDED REFLECTION
This lesson integrates previous readings with speaking in a small group, so it integrates different skills. The lesson includes alternative assessment during the group activity and individual tasks. This will help me find out which students need more individual help with reading or speaking assignments. I have added here an informal assessment checklist with names of students and the vocabulary or grammar they will need help with. For classroom management, I have added a note that the recorder and other roles in the group can be changed according to their preferences. This will give students with different levels of proficiency a chance to have a turn at reading, writing and reporting back, etc. This takes into account indivi