Today's post is full of great things and many of them are about my students enjoying and interacting in the activities, some of them are not than great.
Monday's class was nice and I approve or accepted the fact that an evaluation of my performance was necessary to improve. This helped me a big deal and helped me see what aspects I should focus more in teaching. The evaluation of my friend Mercy helped me to see what should I do and do not do at the moment of the class.
It is not that easy to see that our energy and attitude can actually affect the students. The energy began to flow in the warm up. They were asked to guess what two students were drawing on the board. The rest of the students were saying what was and describing the drawing using the prepositions of place "in", "on" and "under".
The last class, on Friday, they actually understood very nice these three prepositions and I took advantage of that. They enjoyed it and laughed.
Writing
In this stage students were asked to remember what words teacher Mercy taught them, like "desk", "closet", "bedside table" and the objects. They could classify them. This step was to get them ready to use those words in a writing final activity, as production.
They did a nice job and could demonstrate me that they can write at least three sentences using was was expected. We all know that writing a short paragraph can be hard for them, they felt sometimes that they could not do it. So, in the during- (writing) I showed them a text that will serve as a sample.
In the second during activity, I used a chart. The chart did not work as I expected because the first text had "John's information", so they did not relate that part to use it in the chart. I did not remember to erase that part in the chart for not confusing them... The last two lines in the chart where it is said to put information about themselves and another classmate was great.
They did a nice job on writing the short paragraph, but they need more practice. This part was difficult for me to handle, mostly because the material of the chart was a little bit hard for them to use.
Grammar
The part that I loved was seeing them having a great moment in the warm-up. The activity was called "crazy alphabet". They had to find the exact words to create one word. Two teams meant competition and they love this feeling, competing.
They had a nice energy and this faciliated me the next part of the teaching.
I presented the information in a Powerpoint presentation. I use it to present the topic and the exercises. I only missed to read first the information in the slide and then asked them to read it. This part is important because, as the evaluator mentioned, this enable students to recognize how to read and pronounce senteces. I will not forget that comment :)
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| Presentation of the grammar point. |
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| TEXT in the presentation stage. |
The pictures below show different moments of the "Explanation" stage. I found it not so difficult for the students. They were paying attention and were expectant to that moment. I was able to module my voice so I could have everyone's attention. 
I will also work hard to remember that teachers also make mistakes and these mistakes have to be clarified and remember that if I made a mistake I have to be honest later and say what I did wrong and what was the correct information, specially when adults are in the classroom because they tend to be critic in those situations.
The practice stage was about three famous people. They had to see how was the pronounciation and then they had to read them. Then, students worked on a true and false exercise about the same people. They did respond when I mentioned their names to participate.
This part was to practice a little bit the part of the "articles". Seven sentences were shown in the slides. They passed to the board and only circle the correct articles depending on the word. They did a great job.
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| Students resolved sentences about "articles". |
After that, Students were asked to create a description of a person they know. They had to include the name and job. My job was to monitor and help if they need help. I also notice that, as the books mention, writing something requires that students work more and therefore, it is difficult to create a well written paragraph.
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| Camila asking for revison of her short paragraph. |
This is the lesson plan:
Universidad Don
Bosco
Teaching
Practicum II
Teacher’s name: Ingrid Tatiana Girón S. Date:
Monday, March, 24th, 2014
Module: 1
Unit: 2 “My
Stuff “and 3 “Famous People”. Lesson(s): 7
Objectives:
-Students can write a
paragraph using vocabulary from personal stuff.
-Students can use “a” and
“an” in a sentence using the famous people topic.
WRITING
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Time
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Stage
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Procedure
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Details
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7”
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Warm up
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Draw
the Picture
Teacher will choose two
students. They will be with me far from the rest of the class, who are the
opponents. I will whisper in the ear of the person in turn. Students will go
to the board to draw one at a time. They will get closer to me and I will
tell them to draw: “the laptop is
under the chair”, “the cellphone is on the desk”, “the MP3 Player is on the
bed”, “the lamp is on the bedside table”, and “the sneakers are on the bed”.
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Aim of the activity: to
review prepositions of place.
Type of learner: A, V,K
Interaction: T-S, S-S
Materials: three images, two markers,
board.
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10”
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Pre- (writing)
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T will ask students to
say what words they remember from the last class.
T: “Do you remember the
last class’s words?” For example: Bed and closet and lamp? Please tell me the
words you remember.
I will listen to them and write them on the
board. They may say objects and furniture words and if they do not say any of
those categories, I will point to the teacher’s desk so that they can
remember.
T: What is this? Students:
Desk!
Then, I will write on
the board,” furniture “and “objects” and I will ask one student to
help me organize the words into those categories.
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Aim of the
activity: To remember words already
studied.
Type of learner: V,A
Interaction: T-S
Materials: Board, marker.
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12”
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During-(writing)
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1-
Each student will read the text. After this, they
will complete it with one of the words presented in a box.
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Aim of the activity: To
read and fill in information in a chart.
Type of learner: V,A
Interaction: T-S
Materials: Conversation text, chart to fill in.
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After-(writing)
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1. Students will be asked
to use the information about them and their partner to write a paragraph
similar to the previous presented. They will use the back of the sheet of
paper.
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Aim of the activity: To
write about themselves and their partner.
Type of learner: V, T
Interaction: S-S
Materials: none
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Part 2
GRAMMAR
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Time
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Stage
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Procedure
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Details
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7”
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Warm up
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Crazy Alphabet
1. Students will be
divided into two groups; 2 groups of 3 or 4 students depending how many they
are.
2. They will form a
line in front of the desk. Each student
will have someone to compete with.
3. Then, teacher will
put the pieces of paper (2 sets) with the letters of the alphabet on the
desk. The teacher will show to them (two students at a time) the word they
are supposed to construct. This part will be timed, so that the one that does
not have the word constructed by 1 minute will lose the chance to get 1
point.
4. The first student to
get the word correct will win a point.
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Aim of the activity: to
practice spelling and clarify vocabulary.
Type of learner: V,A,T, K
Interaction: T-S, S-S
Materials: 2 sets of the letters of alphabet
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10”
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Presentation
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1. First, they will see 10 types of jobs in a PowerPoint presentation.
After this, I will show them in the same presentation this conversation.
Conversation
A: Hello, Dani. My father is a doctor and I
am a student.
B: I am a student, too. Hey, my father is an
athlete.
A: My sister is a model. What about your
sister?
B: She is a singer.
A: Wow! That is great!
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Aim of the activity: to
elicit from students what vocabulary they know.
Type of learner: V,A
Interaction: T-S,
Materials: PowerPoint presentation “job
images” (1)
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10”
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Explanation
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1. Students will see three people with their personal
information in the slides. (switch students)
·
Where the person was born.
·
Occupation or job, etc.
2. Also, they are going to see in colored
papers the usage of the articles “a” and “an”.
Ruler
eraser
Note!
- “an” means that the
word has a vowel sound. Like for example: “artist”, “actor” and “athlete”.
They all have an “a” sound.
-“a” before a word,
means that the word has a consonant sound. For example: “a singer”, “a
model”, “and a doctor”.
2. Then I will show them 7 sentences for them
to go to the board and choose the correct one. (The one that is named “job images”). Students will go to the board
and circle the correct one.
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Aim of the activity: To
encounter jobs and review the possessive adjectives.
Type of learner: V,A,T, K
Interaction: T-S, S-S
Materials: PowerPoint presentation (1),
usage of articles in
colored papers, masking tape.
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10”
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Practice
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1. Students will be
shown three different texts about three people on the board (SECOND PART OF
THE SAME PRESENTATION).
They also are going to
be asked to stand up and switched partners, so they can be next to a
different person. On the board, I will show the text in the PowerPoint
presentation. I will ask them to:
·
Read the text out loud: The first time, they will be reading alone and I will have a
pencil to underline the words they mispronounce.
·
I will say how those words are pronounced and will point to specific students to say
the same word.
·
Then, they will read the text again. When they
finish reading, I will pass two dices
to two students and I will play music. When the music stops, the students
that have the dices will read the same text.
·
I will present the next text. I will play music and when it stops two
students will read it and I will ask them to look for the name and job by
circling this information.
If they fail I ask another one student to do
it.
·
The next students will look for job, nationality and
date of birth by circling this information.
2. Students will be given one strip of paper
with a true and false comprehension exercise. They will do it individually.
After this, I will
point specific students to read the sentences out load and another will read
the answer.
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Aim of the activity: to
practice reading and pronunciation.
Type of learner: V,A,T,
Interaction: T-S, S-S
Materials: PowerPoint presentation (2),
(USB) music, CD player,
pencil.
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10”
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Production
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1. I will ask students to
create a description of a person they know. They have to include their name,
job.
2. Comprehension
Questions
From the same sample of text pairs will be
hand out a worksheet of T and F exercise. Then, teacher will ask them to
paste it on board. Then, we will go one by one checking each item.
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Aim of the activity: to
write a short paragraph and to be able to comprehend a true and false
exercise.
Type of learner: T
Interaction: T-S, S-S
Materials: 5 pieces of the True and False
exercise for each pair.
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5”
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Wrap up
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Students will be asked to
write a name of a famous person they know in a piece of paper. I will get
them and then they will pick up one different. They have to write one
sentence, like this:
·
Ronaldo is a soccer player.
·
Shakira is a singer.
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Assignments
and Announcements:
·
The first written
evaluation is due this March 28th. Students must take this into account, so
they know beforehand that they have to check their notes and not to miss
coming on Friday.
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Friday's Lesson
This lesson was short but nice to the students. This was different because it was divided into two parts. The first one was about the grammar. The next part was the first written exam.
So, taking into consideration that the word "exam" is too difficult to digest for anyone, I decided to tell them on Monday that they had to study their notes and some of the handouts they were given along the weeks. I consider to review some topics to help students. However, I did not do it. The time went fast and I did have the enough time to review the possessive adjectives, a topic that students did not have the enough practice.
I am sorry for that. One thing I could do is to incorpore it in a future lesson as much as possible.
In the picture below, I am introducing the topic. The topic was a bit hard, but I wanted to introduce it less harshly for them. I think that while I was teaching it, they did not seem to be confused. The two texts or paragraph were read and explained. I focused on the negative sentences and explaining why these sentences were negative. I used two charts.
I also notice that since the handwritten was not as big as I thought, I arranged students to get closer.
Then, on the board I pasted the seven pronouns around the three boxes, "am not", "is not" and "are not".
I was moving the circles while I was explaning how to use it in a sentence. I wrote a sentence and took time to explain. I used examples of "you are students" " you are not models".
I noticed that they got the idea.
They understand that each pronoun had its space within the box.
Xiomara asked: What does this mean (We)?
I explained: We, means "all of us". For example: We are students.
Then, she got it and put the circle around the "are not" box.
Then, students were given a little exercise about "is not/are not". They got it all! They rocked! :) I asked about the answers and they agree to participate.
Then, I wanted to see how the next activity was going to be developed. The chart contained 6 people, who are going to presented to the students and the point was to use the information. First, I gave students unscramble sentences. They had to read the sentences (individually) and think if the information was true or false. If it was false, they had to rewrite making it positive. They did on the board. All students wer asked to participate.
The next activity was to see images and create one negative and positive sentence.
Students were explained how to do the activity. I gathered the students around me near the wall where all the images were pasted. I had an image where two lines were given to put the sentences. They were paying attention and they worked smoothly.
Their energy and attitude was the correct one. They were willing to work and they did not feel bad when I made corrections. I stop myself from correcting or helping them while they were on the task. I correct the sentences at the end, when they pasted the strips of paper near the image. I was conscious about that. There is great impact on when to make corrections to students. They have to know that it is necessary and helpful for them. I think I was ok on this.
The last part was kind of difficult to understand, but after explaining them with examples, they did a good job on thinking in false sentences about three people they knew. They just focused on writing the sentences and then only two of them told the sentences orally.
After that, I ordered them into lines. They were said that they were going to do an exam. I could see that they were kind of nervous, but then they were doing fine with the evaluation.
The lesson plan:
Universidad Don
Bosco
Teaching
Practicum II
Teacher’s name: Ingrid Tatiana Giron S. Date:
Friday, March, 28th, 2014
Module: 1
Unit: 2 “My
Stuff “and 3 “Favorite People” Lesson(s): 8
Objectives:
-Students can write at least three negative sentences
using the verb “be”.
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GRAMMAR
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Time
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Stage
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Procedure
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Details
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5”
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Warm up
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Students will see on a big chart, the
crossword puzzle. This one contains 9 scrambled words at the left and in the
middle there is the crossword, but first the 9 scrambled words are in
disorder. They have to first unscramble it and then find where the word goes.
These words are numbered. A sample of
the warm-up will be attached in this lesson plan.
·
I will choose 2 teams. They will be chosen by the
teacher. After this, they will have to take turns to go to the chart and
decode only one of the words in the chart. Students in the front line will
take turns as well and if one of them does not decode the word immediately,
will give the marker to his/her partner’s team.
Team B will only
discover 4 words and 5 words for team A, because the mystery word is the last
word that will appear in the puzzle.
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Aim of the activity: To
review vocabulary from last class.
Type of learner: V,T,
Interaction: S-S
Materials: the
crossword about jobs.
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10”
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Presentation
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1. First, they will see
two short paragraphs about famous people. Its description, what type of job
he doesn’t do and what he actually does in life.
Text
I am Becky. My favorite person is Nathan
Kress. He is from the U.S. He is fantastic! He is not a doctor and he is not a singer.
He is an actor! His show appears in Nickelodeon.
Text
My name is Linda. My favorite person is
Lionel Messi. He is from Argentina. He is amazing! He is not an actor and he is not a singer.
He is a soccer player! He plays for F.C Barcelona.
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Aim of the activity: To
present be negative in two paragraphs.
Type of learner: V,A,
Interaction: T-S
Materials: two short
paragraphs about famous people in a chart.
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10”
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Explanation
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1. Students will see one short paragraph that
I will use to explain the “be” negative in sentences. (switch students)
2. Students will see on the board three boxes.
Each box will represent one form of the verb “be”: “am not”, “is not”, “and
are not”. Also, there will be pasted the 8 pronouns around the boxes.
First of all, I will explain that the
pronouns around the boxes are always used with one form of the verb “be” that
is in the boxes.
Ø I will explain the first two pronouns and
then I will ask them to help me in order to have some interaction. Since the
personal pronouns are going to be pasted around the boxes, I will use them to
move them one at a time and students will use them as well to present the
negative form with each box.
(I will say this orally)
Teacher: “I” goes with “am not”.
“You” goes with “are not”.
For example: I am not a soccer player.
You are not an artist.
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Aim of the activity: To
encounter the “be” negative form.
Type of learner: V,
Interaction: T-S,
Materials: Short
paragraph using the “be” negative, Three forms of the verb “be” and the eight
pronouns.
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15”
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Practice
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1. Students will circle the correct word from
the sentences in a worksheet. In
order to elicit from students the answers, I will ask one student to read one
of the exercises. (switch students if
needed)
For example:
1. Lily is not/are not
from Australia.
2. You are not/is not
eleven.
3. I is not/ am not
sad.
4. He am not/ is not
American.
5. It are not/is not a
magazine.
6. They is not/ are not
singers.
7. We are not/is not
students.
8. I am not/are not a doctor.
2. They are
going to see a chart with 6 people on
it. Each person has their name, nationality, age and job and I will paste
it on the board.
Then, they will look at
the chart. I will read the information in the boxes.
The unscramble sentences
will be presented in long strips of paper to be picked up for them. First,
they will read the words and will find out what the order of the sentence is.
For example:
Are/students/Debra and Luis /not
The student will rewrite the sentence on the board.
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Aim of the activity: To
practice the target topic in different ways.
Type of learner: V,T, K
Interaction: T-S
Materials: bond paper
chart with pieces of paper (missing
letters), Worksheet to circle the correct form, chart with 6 people on it.
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15”
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Production
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1. Students will be asked to stand up. They
will take a look at the job images they will see around the wall of the room.
This activity will be in pairs.
Each pair will be given strips of paper to write one affirmative
and one negative sentence based on the image. One student will write the
affirmative and the other the negative.
The image will have
some clues for them to guide the creation of the sentence.
For example: I/artist/athlete
The answer: I am not an athlete. I am an artist.
I will explain how to do the activity by giving an
example and model.
For example: The image is about an athlete,
so one affirmative will be
“He is an athlete”, the negative “He is not
a model”.
2.
1. Students will think about three people they
know. They will use one piece of paper to write three false sentences (one
per each person).
For example:
Rihanna is a soccer player.
Lionel Messi is an actor.
Cristiano Ronaldo is an artist.
2.
After this, they will give me the piece of paper. I will gather them and mix
them.
3. I will choose one
student and he or she will stand up and pick one piece of paper. His or her
job is to make them correct, by saying:
Piece of paper: Rihanna is a soccer player.
Student: No! Rihanna is not a soccer player. She is
a singer.
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Aim of the activity: To
write sentences, one affirmative and one negative.
Type of learner: V, T
Interaction: S-S
Materials: 5 images of
jobs and their signs, masking tape and one marker.
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5”
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Wrap up
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Students will be asked
to stand up. Then, I will point to one of them at random. The pointed student
will be asked to say one negative
sentence. If he or she does not say what it is requested, she or he will
be standing. Then, the next student until everybody says the sentence.
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Assignments and Announcements:
ü Students will be notified
that they will not be attending classes on Monday, March 31st and
Friday, March 4th.
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That was my week of teaching! :)
Thanks for the experience!!
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