Monday morning… and we knew it was going to be quiz time…
But the teacher did not start the day with the quiz!! First there was a short review of the reading Harold sent the night before, and with the principles listed by Freeman (1986) displayed on the board, the quiz finally started… (And I thought a lot about how testing students always generates some anxiety… but at the same time a feeling of commitment with the subject.)

It was not a hard test, it only required us to have been present the previous session (during the microteaching Harold did using a dynamic manner: different to the traditional way used to show an example of the Grammar-Translation method). We were asked to criticize this microteaching in a positive or negative way by picking up three principles stated by Freeman and comparing them with what Harold did. We were allowed to use Freeman´s reading, if we had it printed or on the cellophane, etc…, or, as I said before, the principles were also displayed on the board. It took around 20 minutes to complete the task.

Just after submitting the papers to the teacher, he talked us about a series of presentations of which we were going to be in charge. They were about different teaching methods, besides the Grammar Translation method already explained by Harold; they were 13 in total, Right after the list was displayed on the board, we were asked to choose partners for the presentation and to pick a method up. The one we (me and my group) chose is preview-view-review, and it is going to be the last to be presented.

To finish this session, the teacher had sent us, the night before, the feedback for the lesson plan we sent, so we were asked to go to the classroom computer to get some extra feedback. (Actually, Harold printed the format with the feedback for each group, but, unfortunately, the one we sent did not show the corrections when printed.) After the feedback was completed, we were free to go home.

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Session 9
March 3