During the second Dutch lesson, the student and teacher activity was varied and well balanced to enabled maximum learning. The session began with a whole class activity, in which students asked a basic conversational question (such as ‘What is your name?’ and ‘Where are you from?’) to the student to their right, who answered it and passed the question on. I felt this was a very useful exercise as it enabled speaking practice, allowed students to practice listening and pick up pronunciation, as well as the bonus of giving students the opportunity to get to know each other a little better. This required very little input from the teacher, who only became involved to help the game keep going or to correct minor pronunciation errors. As it was the beginning of the session, having a student led activity engaged the entire group and made sure people were concentrating and paying attention.
Another useful aspect of the session that encouraged a high rate of student talk time was the group practice of Dutch numbers via reciting your own mobile phone number. I found this to be a good follow on activity from the whole class conversation practice, as it divided the class into smaller, less daunting groups. For students, it was a particularly useful exercise as it required practice of both speaking and listening skills (to ensure you recorded other phone numbers correctly). It was also a useful activity to enable the teacher to circulate the room and input any corrections on pronunciation and technique.
The introduction of new grammatical points at the end of the session was somewhat hurried (which was an unfortunate result of the large number of students), but was presented in a clear and easily formatted manner. In this section, as would be expected with the introduction of any new material, there was a greater amount of teacher talk time. However, the planned activity of asking the students to try and guess the grammatical rules meant that student interaction with the materials given remained high. Feedback of what the students thought the grammar would be lead to informative student-teacher interaction, which nicely ended the session.