THIRD CLASS

DATE: Friday, March 22th, 2013

OBJECTIVE: 
By the end of the lesson SWBAT ask and answer for introducing people related to school matter, using the vocabulary terms: CLASS MATE, BEST FRIEND, BASKETBALL COACH, MATH TEACHER, SCIENCE TEACHER, COMPUTER PARTNER; and the grammar chunk: who is/’s this?...This is my…….His/her name is…he/she is/’s my…; when performing a conversation in trios guided only by a questioner.

Third class took place with the same amount of students. However, they were some new students. I decided to start the class asking for the homework. Instead to check in their notebooks I asked them personally using the warm up Zip zap zoom. They ran like crazy with the aim to avoid answer the questions. They were honest at the time I asked whether they did the homework or not. As usual not everybody does the assignment. However, the rest helped the one who did not know the answer. It was successful and effective activity. Fortunately, we did not have accidents at the time the activity was developed. Nonetheless, I should have tried to do it in an open place.

The listening part was an achievable challenge for the students. I played the track about the short conversation. Indeed, the fact that the dialog had the images to match the letters with the numbers made the task easier for both, the students and I. I should have given them less time for doing, because they did the task collectively.  The activity was correctly developed. Moreover, they showed me that their aural skills are well trained. It was a successful task.  

I considered important to present a chart to be clear of what I wanted them to do. Fortunately, they got it. However, they did not have questions. I also took flash cards of a popular t.v. show to introduce the vocabulary. Their response was positive as I expected. They even repeated the names before I asked them to do it. It was almost natural when I said the first time, this is... so and so. Sudenly, the repetition occured naturally.  I should have asked individually, instead to do it in general before. At the time I asked them individually with the technique of catching a ball, they already were aware of the answer. Nonetheless, some of them could forget of the topic, I noticed it was so much successful performance in both sides, students. And teacher.

 Sample of the planning: Friday, March 22th, 2013.

 UNIVERSIDAD DON BOSCO

THIRD LESSON PLAN FOR TEACHING PRACTICUM II, 
By Carlos Melara

OBJECTIVE: By the end of the lesson SWBAT ask and answer for introducing people related to school matter, using the vocabulary terms: CLASS MATE, BEST FRIEND, BASKETBALL COACH, MATH TEACHER, SCIENCE TEACHER, COMPUTER PARTNER; and the grammar chunk: who is/’s this?...This is my…….His/her name is…he/she is/’s my…; when performing a conversation in trios guided only by a questioner.

STAGE	ACTIVITY	VAKT	MATERIAL	TIMING		Objective.
LISTENING---SPEAKING
WARM UP	Zip zap zoom: Students are to make a circle with their desks. Instructions for the game: If Teacher says zip or zap, students remain in their desks, if zoom, they have to change to a different desk. As they move, T sits down in one of the desks, so that there will be one missing desk and one student who couldn’t take a sit. Ask the standing student to say one of the questions from their homework.	VKTA		10 MIN	Act. Objective. To establish the rapport. To check the homework.
PRESENTATION	(Track 23) · T plays the audio about a short conversation ss are to listen to. Then, T hands in a photocopy of page 16. This is my classmate, Jenny. This is my best friend, Paolo. This is my math teacher, Mr. Stern. This is my science teacher, Ms. Davis. This is my basketball coach, Mr. Dias. This is my computer partner, Sandra. · T plays the conversation again and Ss are to number the pictures on page 16. · T plays the conversation again and stops after each picture is mentioned, and elicits Ss’ answers · T plays the audio once again and Ss listen and repeat.	VA	CD Player	10 MIN	To Practice aural skills. And introduce the new vocabulary.
PRACTICE	T explains “This is my…,” and the vocabulary words through modeling and flashcards (coach, partner, teacher, classmate, best friend, math, science) Ss repeat the vocabulary and grammar. T gives ss a paragraph with some blank spaces. SS fill in gaps. Ss check answer in pair, then they do it by being called through a technique “Catching the ball” the one that let the ball fall will participate	V.A.K.T.	CD Player	10 MIN	To teach vocabulary & grammar point

Materials:

activity 3.

INSTRUCTIONS: Complete the spaces in blank.

Example: This is my­ basketball coach.

                                                                                                             My School

Welcome to my school! My name is Joseph McArthur. _____ is my English class. I like my English class. This _____ my English teacher, his name is Ronald Watson This   ______ Katherine, my best friend. This is my Mathematics ___________. His name is Francisco Gonzalez. _____ is _____ Science teacher. _____ _____ the Director. She is a serious person. Her name is Ms. Anna Clarkson. This is _____ soccer _____. I love soccer. I play soccer on Saturdays. This is _____ bag. It is a very big and heavy bag!

Flash card. Activity 3. This is my...

This is my bag

                                                             This is my coach

This is my best friend.

This is my classmate.

This is my mathematics teacher.

This is my science teacher.

This is the director.

Material for the activity two.

introductory chart for the topic this is...

Material for the activity one.

SECOND CLASS

OBJECTIVE: By the end of the lesson SWBAT spell different words when playing a “Spelling Bee”game.

 

DATE: Friday, March 15th, 2013

The second class I looked for a way to give less instruction.I felt really motivated before the class. During the activity, I took into a consideration more modeling in order to be clearer for the students.  After the class I realized that the students response was more effective this opportunity. I think that class room management was well. Nevertheless, I had to control more students from a different group. They were in working mode so easily.

Spinning bottle for the first activity. 

First activity spinning the bottle.

In the first activity the students participated a lot. Before the class I felt optimistic about my performance. During the class some students expected the bottle did not point them out. I wanted they bottle pointed a different student. However, It was necessary to lead the bottle with the foot. They all answered the questions successfully. I should not have used Spanish more than twice. Some other were eager to answer the questions

second activity.

It was a great surprise the second activity. There were some students who got the pronunciation of each letter of the alphabet correctly at the time I made emphasis in the difference.  I wanted to play once for them to get familiar with the names of the letters.  Since some of them got it so fast I was doubtful to play it again. However, I played it three times. Then, using the chart I pointed out the difference of the difficult letters. Therefore I asked personally to all of them to make sure they all got it.

Third stage of the class.

Indeed, I wanted them to practice. They perform the activity nicely. The activity was arranged to be done in pairs, so they promoted the learning and the interaction among them.  I did the example of the task using my own name tag. I should have given them more time to see the chart with the difference pronunciation. They were some students who were not on time for the explanation of the previous activity that introduced the following.  Honestly, I think it was a successful class. Not only for them but also for me.

I think that all the activities well correctly done. My classmates did an outstanding job. It was evident the experience they have. The classroom managemant was incredible. They enjoyed the activities. They had so much fun at the time they had to pass the message. They actually reproduce the pronunciation in the target language in the rest of the activities. I was a real rewarding class.

Sample of the second planning: Friday, March 15^th, 2013

UNIVERSIDAD DON BOSCO

SECOND LESSON PLAN FOR TEACHING PRACTICUM II
By Carlos Melara

OBJECTIVE: By the end of the lesson SWBAT spell different words when playing a “Spelling Bee”game.

STAGE	ACTIVITY	VAKT	MATERIALS	TIMING	Act. objective
LISTENING---SPEAKING
WARM UP	T. introduces himself. T. asks them to arrange the classroom in U way. T. spins a bottle. The one that the bottle points out has to say his/ her name, age and so does responding a question of general information. Such as: What grade do you study? Do you have hobbies? What do you do on vacation? What do you want to be in the future?	VKTA	A bottle	10 MIN	To break the ice
PRESENTATION	T. plays the whole alphabet. Then T. plays the alphabet again to have ss repeat the letter by pausing the record. T makes emphasis in the pronunciation of the difficult and confusing letters Such as: S,C,Z, B, V,VOWELS, J,G,Y.		Audio CD Board	10 MIN	To present the alphabet
PRACTICE	Ss, get together in pairs. They spell their first name and last name to the classmate. They write it on name tags that later they are going to put on their desks. Later they introduce their classmate.	V.A.T.	Pieces of Paper	10 MIN	To practice the alphabet and get ss to know each other

Third activity. Discussing the chart. Listening. Listening and repeating. reading togother. and practice.

First activity

 

Second activity

FIRST CLASS

DATE: FRIDAY, March 8th, 2013

OBJECTIVE: By the end of the lesson Ss will and T will get to know each other, get presented and practiced the topics “Greetings, the numbers, the alphabet¨

The day of the lesson began some minutes after the time we wanted to start. I was anxious to begin. There were fewer students than I expected. There was a group of seven students. They were from ten to fourteen years old. At the beginning of the class I introduced myself. After that, I explained the methodology we are using during the course. In order to encourage them to talk I started with the warm up. Some of them were quiet. Progressively the class started to be more comfortable. Regarding the proficiency, the diagnose told me that there were some students who knew nothing about the language. Differently, there were some others who had studied it previously.

The lesson was challenging for them. Nevertheless, it was not impossible. That’s why I took the decision to invert the stages of the class. I did first the practice and then the presentation. It was a step I took because most of them had an approach of the topic. It was introduce yourself. They did it nicely. However I presented just in case one of them had not acquired the structure. I made a distinction between the contractions and the formal way.

I wanted to get all involved in each of the stages in the class. That's why I just modeled the task as example and I centered the activities on them not on me. However, I should have smiled more and try to calm myself more, because I was more exated than them.

UNIVERSIDAD DON BOSCO

FIRST LESSON PLAN FOR TEACHING PRACTICUM II
 By Carlos Melara

OBJECTIVE:  By the end of the lesson Ss will and T will get to know each other, get presented and practiced the topics “Greetings, the numbers, the alphabet¨

STAGE

ACTIVITY (Carlos)

VAKT

MATERIALS

TIMING

WARM UP	The teacher introduces himself. The teacher asks them to arrange the classroom in U way. The teacher passes a ball of wool. The one that catches it has to say his/ her name, age and so does responding a question of general information. Such as: What grade do you study? Do you have hobbies? What do you do on vacation? What do you want to be in the future? Progressively they are untangling the wool. They are doing a web where all get involved.	VKTA		10 MIN
PRESENTATION	The teacher talks about the class policies and the importance of it. Based on the color of the clothing they have. They are proposing together the class policies. After they propose, the teacher shows his class policies in order to arrange them and finally have an agreement. Such as: 1.Listen to directions. 2. Cell phone in vibration mode 3.Raise your hand before speaking. 4.Listen to others and participate in class discussions. 5.Stay on task. 6.Do your assignments. 7.Cooperate with your group. 8.No vandalism. Don't write or carve on your desk or school property. 9. Absolutely no food, drink, gum, or candy permitted. 10- When the class finish, go a line and then, you can go. 11.Respect all property. (School property, personal property, and other's property) 12.Respect all ideas given in class and do not criticize anybody's ideas or thoughts. 13.Do your very best! 14. Avoid nicknames.			10 MIN
	Teacher introduces the topic saying the phrase in the chart. Where they have to fill the conversation adding their own information in the gaps. They do it together aloud in order to we all recall each name. A: Hi My name is ____________ hello What’s your name? what is B: Hi ____ I’m ________ hello I am What’s your name? what is C Hi___ I am_____ What is your name? A: Hi My name is ____________ hello What’s your name? what is A: Hi My name is ____________ hello What’s your name? what is They go on till the last student introduce himself then he says all of the names.	V.A.	CHART	10 MIN