First Week of Classess

First Week 

Today I want to describe, in a way, how was my first week of teaching to my group. It was a nice experience above all. I am now a bit relaxed, but this time I want to describe how was the my first contact and a bit  of the second one as well. 

WELCOME CLASS

My activities were meant for trying to observe and measure how much they knew about the language itself. Since they are about eleven and thirteen years old, they are not mature and definetely they have not reach that adolescent period yet. Most of them are young and they behave quietly. 

The topics to be covered were: numbers, alphabet, days of the week, months of the year, colors. 
I could observe that they were not friends, yet some of them  attend the same school. So, I wanted them to get along and they did. I was kind of scared of they way I adressed directions or they way I was supposed to talk to them and I felt that I was talking quickly and when I asked them to do something they did not get the message. That problem just arose, but it was like I was monitoring myself and then I cut they way I was talking because I notice that their faces were doubting.
I think they kind of review those topics and they were enthusiastic at the moment they produce at the end the clock. That was a great hands-on activity that help me measure how much they knew about the topic. 
Well, I want to close this stage here. I want to continue with the second day of classes.

Friday, February 28th, 2014

This day was different. I wanted to address most of the directions in English, so it worked. I had to modeled so they catch the idea and this worked. Most of the examples were modeled. The countries and nationalities were refreshed, but most of the students did not know how to use that information in context.

I enjoyed the way the lesson was organized. It was fusioned and it helped the students to correlate the first part of the lesson with the last. They quickly understood why nationalities and countries were important to know.

At the right picture, you see that they are writting the number I told. They were most of time completing and sharing their own results with a peer. 

We  tried to pronounce each country, nationality and the aim was that they recognize the country and tell the nationality. 

One of the things I learned that Friday was to let them do. This means that if they mispronounced a word, it was not the end the world, but my intervention to correct those mistakes had to be inmediately. 

Finally, the class was over and I believe they gain confidence and a bit of practice in the productive tasks. Those tasks had to have a goal, context to be used and meaning for them. Hopefully, I will get much more meaningful lesson plans, so they are able to reach my goals. 
I bet they are more confident and happy because they are learning something not that new, but a lot refreshing and innovative. 

I will paste my lesson plan, here below. 

 Universidad Don Bosco                                                                                                                                                                                                                                                                                                                                                                                                                                                                     Teaching Practicum II

Teacher’s name: Ingrid Tatiana Giron S.                                  Date:  Friday, February, 28^th, 2014     Module: 1

Unit:  1 Lesson(s): Identity     Lab session time: ___________                 Trackstar number:________________________

                                                                                                                                                                                                                                                  

Students will be able to:

-  Introduce themselves when meeting someone for the first time

-  Ask and answer questions about countries and nationalities

-  ask and answer personal information using verb BE.

Listening: Countries
Time	Stage	Procedure	Details
8”	Warm up	I would introduce and practice the numbers by playing the 1, 2 BOOM Game! I will say: One, St: Two, St: BOOM, St: Three. Students will not say 3, 6, 9, 12…instead they will say BOOM!   This game is intended to be a review. If they miss to remember, I will only tell them the number or write it on the board.	Aim of the activity: To review numbers from 1 to 20. Type of learner: A Interaction: T-S, S-S Materials: The board
10”	Pre- (Listening)	Students will have a matching worksheet where all the countries (10) will appear. They will see the flags and the words that correspond to each country. They will match them and we will repeat the countries’ name twice.	Aim of the activity:  To get students encountered with the new vocabulary. Type of learner: V,T Interaction: T-S, S-S Materials:   worksheet of the countries (10)
10”	During-(Listening)	They will have a sheet of paper to do the next exercise. ·       They have to number each of the countries within the global world map; I will say the countries and they will use the same page they used of the global world map. ·      Then, they will match the countries with the words teacher say. ·  We will listen twice, they will check and repeat. ·  Then we will follow the next listening exercise. This will help them to know the nationalities of the same countries. We will practice with drillings.	Aim of the activity: To recognize countries in the target language. Type of learner: V,A Interaction: T-S Materials:  global World Map, CD player, CD1 engage (CD track number: ___), nationalities worksheet.
20”	After-(Listening)	-Students will use the ten country flags images, so they are identified with only one. I will make sure that two or three flags are repeated because they are more than ten students, so one or two flags will be repeated. They will do it individually. - I want them to use structures: -Hello, My name is ______________ -I am eleven.  -I am from Japan. - I am Japanese! - I am from Russia. I am Russian….and so on. They will have time to practice how to pronounce the sentences. These two sentences will be said one by one. After this, they will switch of flags and nationalities. They will be practicing with all the countries and nationalities.	Aim of the activity: to practice sentences using countries and nationalities with verb Be. Type of learner: V,A, K Interaction: T-S, S-S Materials: Countries’ flags pictures.

  

                                                                                       

READING: Chatting with Friends around the world
Time	Stage	Procedure	Details
10”	Warm up	Students will have on the board scrambled words from the days of the weeks and months of the year in strips of papers. They will be in groups to unscramble months and the other group will have the days of the week.  I will monitor them as they are working.	Aim of the activity: To find out days of the weeks and months of the year. Type of learner: V, K Interaction: T-S, S-S Materials: Days of the week and months of years in strips of papers.
12”	Explanation	Ø  I will have students read one worksheet that is called “Teens Talk”. They will read it from the worksheet and I will have it in the chart. Ø  I will correct the mispronunciation of words. Ø  Then, student will be presented a new topic: Be (questions) They will see the explanation in the chart, using parts from the dialog they just read in the worksheet. Ø  I will explain that these three questions are for asking personal information about someone else that we meet. Ø  I will use the same chart, and explain how they must ask and respond to each question. WHAT’S YOUR NAME? MY NAME IS WILL OR I AM WILL. WHERE ARE YOU FROM? I AM FROM MEXICO OR I AM MEXICAN. HOW OLD ARE YOU? I AM TWELVE.	Aim of the activity: To explain the core content of the lesson. Type of learner: A, V Interaction: T-S Materials: Teens Talk’s worksheet, chart with the verb BE.
15”	Practice	1.          Next, they will use the worksheet from “Teens Talk” and they will practice the dialogs in that worksheet. I will make students stand up and practice with a partner. 2.         Students will be given individually a worksheet that T has prepared. They will encounter three different people in the worksheet. They have to work individually first. After they finish, they have to compare their answers with the person next to them.	Aim of the activity: to get students practice the dialogs from the worksheet. Type of learner: V, A, Interaction:  S-S Materials: Teens Talk’s worksheet. Aim of the activity: to practice the structures of the Be questions. Type of learner: V, T Interaction: T-Ss Materials: Famous people Worksheet
15”	Production	1.       Students will be given a sheet of paper with a non-complete conversation. (Information Gap) This conversation requires two students. The exercise needs that they fill in the missing info. The conversation is about one student is the famous person and the other will be the interviewer. Finally, students will pass to have the conversation in front to the class.	Aim of the activity: To create one dialog. Type of learner: V, K Interaction: S-S Materials: the info gap conversation.
5”	Wrap Up	I will decide that two students stand up and pretend to know each other for the first time in a chat. They have to use all the information they had learned and include it in the dialog.	Aim of the activity: To create one interactional dialog between students.  Type of learner: V, K, A Interaction: S-S Materials: none

This is the end of the LP. 
We hope they feel conformtable and happy to start this English Module!!!!

See you next time!!