Class number
2!!!!!!
This class was full of surprises, first of all because
it was the opportunity for me and my friends to really show everything we have
learned during all these years in the university. This means that Cristela,
Monica and I were the teachers in charge of this class.
This class was designed with plenty of time so that
every detail could be covered since the decoration, the materials, the tasks,
the objectives, the rewards, etc. Everything was planned under the supervision
of the Lic. Yanira de Canizales (teacher in charge of this practicum project).
Ø Planning
preparation
Together with my friends that I already mentioned
above, we started this task of preparing the lesson plan that we were asked to
submit before the day of the class, so we got together and we developed a class
of 90 minutes in which the target vocabulary were items that we have at home
such as, tables, chairs, teddy bears, balls, cars, and the like, and the target
grammar was the use of four prepositions “IN, ON, UNDER, AND, BEHIND”.
After preparing the planning, we submitted it to get
feedback from our teacher. The planning was sent back with some comments, so
that we could get a better version of it. Once all the tasks were redesigned,
we went to a meeting with our teacher to finally agree on every little detail
for the so expected class.
Consequently, with the planning already checked; we
proceeded to the creation of the materials and the decoration.
Names of the Teachers: Gisselt
Romero, Cristela Rubio and Monica Ponce _____Date:__september,
20th/2013_____
Lesson:__2___
Topic:__at home_____ Vocabulary: _Doll,
teddy bear, car , bed, table.
Objective of the lesson:
By the end of the lesson, SWBAT identify where some home objects are
such as, doll, car, teddy bear, bed, and table using four prepositions of
place (it’s on, under, in and behind) through many activities like: matching,
drawing, answering questions and guided games, by the end of a ninety-minute
lesson..
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Time
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Stage
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Procedure
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Notes
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10 minutes
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Warm up
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The students
will be greeted and asked “how are you today”. After listening to the
students’ responses, they will be presented with a song called “how are you
today”. Kids will listen to it two or three times. Then they will be required
to sing the song without the music. Once the Sts show acquisition of the song
they will sing it with the music one last time.
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Aim of the activity: to break
up the ice, and to clarify the question “how are you today” and how to answer
to it.
Type of learner: auditory.
Materials: projector,
computer, and speakers
Responsible: Gisselt
Romero
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10 minutes
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Presentation
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The
students will be presented with a power presentation in which they will see
things that everyone has at home. For example, dolls, TVs, teddy bears, etc.
First, the teacher will point out to an specific object and will ask the
students whether they know the corresponding word in English for that item,
if they know it, the teacher will just correct some mispronunciations that
may occur, and if they do not know the word; the teacher will say the word
and will make the students repeat it. This repetition of words will be done
three or four times. Then, the teacher will just point out to the things
without saying the name so that the students can name the items without the
teacher’s help. Finally, the teacher will point out whether the items
presented are in, on, under or behind something. The teacher will make the
students repeat the prepositions three or four times.
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Aim of the activity: to encounter the target vocabulary.
Type of learner: visual.
Materials: projector
and computer
Responsible: Gisselt
Romero
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10 minutes
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The
students will be presented with a chart in which the four prepositions will
be written, and also it will contain some draws that represent every preposition.
The teacher will explain the chart so that Sts can clarify the idea of
prepositions already presented in the previous activity. Then, the students
will be asked to stand up and take a pen or pencil and the teacher will
distribute a little box to each kid. Next, the Sts will be asked to do as the
teacher says. For example: the pen is on the box, and the students will have
to put the pen on their boxes, then the teacher may say; the pen is under the
box and the students will have to move the pen and put it under the boxes,
and so on. This game will be done two or three times per prepositions with
the chart still on on the board so that the Sts can be guided by it. Then,
once the students show domain of the prepositions, the chart will be removed
and they will have to perform the game without looking at the chart.
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Aim of the activity: to clarify
the target vocabulary already presented.
Type of learner: visual and
kinesthetic.
Materials: chart, boxes,
pencils or pens.
Responsible: Gisselt
Romero
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5 minutes
10 minutes
15
minutes
5 min
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practice
Practice
practice
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All the students will be asked
to stand up. They will be given a piece of folded paper with a picture of an
object studied in the class. The students will have to open the paper in
order to know which draw they have in it. The papers will have for example: a
pen, a teddy bear, etc. students will have to look for the classmates that
have the same pictures to make groups. This activity will make groups of
three.
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Aim of the activity: To
internalize the four prepositions already presented and to practice the
colors.
Type of learner: tactile
Materials: worksheets,
little balls of color, and glue
Responsible: Cristela
Navarro
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Each
student will be given a worksheet in which they will have some pictures
representing the four prepositions of place in matter, then, the teacher will
hand out some spitballs with specific colors. Next, the teacher will say for
example, fill the draw representing an object UNDER the box with the green
spitballs, and the student will use the spitballs of the same color to fill
that draw, then the teacher may say, use the red spitballs to fill the draw
with the object IN the box, and so on, until filling the four pictures. Every
picture should be filled with different spitballs colors.
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Aim of the activity: to
practice the vocabulary studied, matching the objects and making groups.
Type of learner: visual
Materials: pictures
and scotch tape
Responsible: Cristela
Navarro
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The
students will be asked to stand up and make a line. On the floor will be four
lines in which at the top will have a drawing of the four prepositions of place
studied during the class. The teacher will be standing up in front of the
students, and she will tell a story. Every time the students listen to a
sentence that has a preposition like: “THE CAT IS ON THE TABLE” each student
should move to the line that represents the preposition” on”, and so on in
this way, until the teacher finishes the story.
The
teacher has Ss stand up and make a circle. They will select a little card
that will be faced down. The cards will contain letters from the alphabet.
The students will have to move to the letters they got which will be pasted
on the floor. (five letters will pasted on the floor in a separately way from
each other) Then, T asks Ss to sit down in the corresponding letter to work
on the next task. This activity will create groups of three.
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Aim of the activity: to
recognize the target vocabulary in context
Type of learner: auditory
and kinesthetic
Materials: a big
chart
Responsible: Cristela
Navarro
Aim of the activity:
To have students remember the letters of the alphabet seen in the previous
class.
Type of learner:
visual and kinesthetic
Materials:
Alphabet into cards, Alphabet on the floor Responsible: Mónica Ponce
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10 minutes
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T
provides a worksheet to look at it. First, they will look at the picture to
pay attention where the toys and classroom items are. Then, the teacher will
Invite one or two volunteers to name one of the objects that are presented in
the picture. Next, the T shows the initial question “Where is the…?” For
example, “the pen”. T will paste the picture of a pen on the board, and
repeats the question with a clear intonation: “Where is the pen?” to show
that it is a question and she is waiting for an answer, then the teacher will
ask to another student, “where is the book?” Notice that the student will
probably know but they do not know how to say the answer in English. Elicit
his/her answer (Use L1 if it is necessary). Let them know that we can say “It
is + the preposition of place+ table, bed, etc” by using a chart. Now, T
models that the book is (on, under, behind) the (bed). Finally, the teacher
will encourage many students to answer. Do the same above twice with a
different S from different groups. T monitors around them.
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Aim of the activity:
To use at least three of the preposition of place to localize where the things
are.
Type of learner:
visual, and auditory
Materials:
worksheet, paper (in colors), board, cards Responsible: Mónica Ponce
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10 min
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T
asks Ss to stand up to select a number from 1 to 20 to discover what color is
at the back. They will quickly say to the teacher what color is in order to
select the correct circle to be pasted on the floor in line. They will stand
in two lines (the orange team and the green team). T will say a sentence,
for, example, the doll is on the bed, the first S that is in front of the
lines will be ready to take the doll and run to the correct place to place
it, in order to get points. In teams, they will take quickly a toy that will
be on the floor to put them in the correct places. After their participation
Ss will go to the back of their corresponding teams. T checks every work that
they have performed.
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Aim of the activity:
To elicit whether the vocabulary and the target grammar has been acquired.
Type of learner:
kinesthetic
Materials:
cards. Toys on the floor.
Responsible:
Mónica Ponce
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5 minutes
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Invite
Ss to name the letters of the alphabet that will be shown by the teacher. T
shows them some cards which contains the alphabet to encourage them to call
the letter they see. T invites Ss to go through the letter that the Teacher
will mention. Have them stand in groups where the alphabet is to sing the
goodbye song..
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Aim of the activity: To
wrap up the alphabet and recognize that it is time to say good bye.
Type of learner:
Auditory
Materials:
cards with the alphabet.
Responsible:
Mónica Ponce
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Assignments
and announcements
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Ø
Time
to teach
When the clock struck one fifteen, we began with the
class. The class was divided into a warm up, and presentation part in which I
was in charge, and a practice part that Cristela and Monika developed.
-The warm-up stage:
The warm-up was happily received by the kids. A
greeting video song was projected so that students could understand the meaning
of the question “How are you today”. This song gave us the opportunity to interact
with the kids and to clarify a question that we use with them all the time but
that they have never been able to answer. The students ended up smiling and
singing the song.
Here you are the song !!!
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The
presentation stage:
During this stage, I presented the vocabulary and
target grammar that was very well assimilated by the students. The kids were
presented with a power presentation in which all the vocabulary “AT home” was
presented. This presentation was very colorful and the kids looked interested
in it. Pronunciation was emphasized during this practice. Then, a final task
was done to prove whether the vocabulary and the grammar had been acquired.
This final task consisted on the use of a box per each student in which they
were asked to put a pencil in, on under, and behind the box. At the beginning,
some kids seemed a little confused, but with the practice they all got better,
and this final task gave us as a result, a green light in the assimilation of
the target language by the children.
The practice stage:
Here, the knowledge gotten was put into practice. Man
y activities were developed with the intention of practicing the vocabulary and
grammar taught. Activities such as, running from one part of the classroom to
another one where some posters with the prepositions were pasted on the floor,
moving real objects and putting them into different places, and guided
questions were some of the tasks that my friends used to evaluate the kid’s
comprehension of the class.
As it was expected, some tasks were easier understood
by the kids that other ones, however, at a certain point; all of them were gotten
by the children and there was never need for translations into Spanish. Most of
the time English teachers opt for using the students’ native language to
clarify any idea that seems impossible for the students to get without
translation; nevertheless, in this class, Spanish was not needed since all the
instructions and commands were clear and modeled.
Finally, the class was closed with a good bay song
that was taught and modeled with some movements so that the students could
identify that it was time to go home.
here you are the good bye song!!!
here you are the good bye song!!!
Good
bye song!
Up, and down
Turn around
Touch the sky and touch
the ground
Paw your belly
Blind your eyes
Ø
Keeping
an eye on my case of study
This class gave me the opportunity to continue
analyzing my case of study Jefferson Zelada. At the beginning of the class he
seemed a little distracted, and shy. Almost all the kids were paying attention
to the instructions, however, Jefferson was not paying attention, and he was
more interesting in showing some toys that he had brought to the class to other
kids. I called on him many times to get his attention, but he continued
distracted. After some calls; I told him to keep his toys to use them later and
focus on the class. He did what I told him to do, and he started to pay
attention; nevertheless, he still seemed confused, as if he was not able to
understand the class.
As the class progressed, I could notice that Jefferson
was not able to follow instructions as the other kids, he did not participate
unless he was asked to, and he got distracted very easily. The fact that
Jefferson gets distracted too easily or that his periods of attention are too
short, make of his understanding of the class or the commands a difficult task,
so as he does not pay attention to the instructions he feels lost in the class
and prefers not to participate or he becomes shyer.
This attention problem is completely affecting
Jefferson’s English learning. All the other kids are able to follow the classes
while Jefferson is still struggling with simple things that should have been
already acquired, this means that this attention problem is affecting his
English learning and are making him stay behind the other kids’ abilities.
As I have mentioned in some previous posts that
Jefferson has a dyslexia disorder, now, I changing my mind and I have thoughts
that the real problem that Jefferson has is ADD (attention deficit disorder). This
is because he meets some of the characteristics that a person with attention
deficit disorder has such as, not paying attention to little details, he has difficulty
focusing on instructions or games, he does not finish tasks, and he does not
like to do activities that involve mental skills, among others. All these
reasons make think that Jefferson’s problem goes beyond dyslexia.
To conclude, it is noticeable that Jefferson has some
learning problems, but I will continue studying him to realize whether his
problems can be overcome through the class or if he needs to go to the
psychologist. On the other hand, talking about the class itself, I can say that
all the goals were achieved and we have the satisfaction that kids not only
enjoyed the class, but also he learned new vocabulary and prepositions of
place.
