SEVENTH CLASS : Friday, April 26th, 2013

GRAMMAR LESSON

OBJECTIVE:  By the end of the lesson SWBAT talk about objects they are interested in by asking about and answering what the object is in a conversation with a friend.

The warm-up of the first activity was very appealing for the student. Before the seventh class started I considered the importance of this activity. I designed the activity with the aim to make it interesting and enjoyable for the students. During the activity, The lesson was demanding enough for the student. I also made enphasis on each of the vocabulary words as they were discovering the vocabulary prepared for lesson.

The second activity was made to present the vocabulary. I prepared some pictures to achieve this purpose. During the lesson I felt glad because the students could identify many of the objects in the target language. I showed the pictures to the students. I pasted them on the board and I made emphasis in the plural form of the words. I also remember that I clarified which one was written with "a" and "an" in regards the singular form. Identifing the difference between "an" or "a" was not that difficult for them as I previously inferred. To improve this activity, I think that it could be useful to have the words in two separated boxes. In one box the words that in  singular are written with "a" and in another box the singular words that are preceded by "an".

SAMPLE OF THE SECOND ACTIVITY MATERIALS.

CELL-PHONE

 VIDEO GAME

 DESKTOP (S)

 LAPTOP (S)

 TELEVISION  (TV)

Bicycle (s)

 MP3- PLAYER(S)

 ALARM CLOCK (S)

 POSTER (S)

CALCULATOR

To practice the content I decided that a crossword could be a nice idea. To avoid confusions between "accross "and "down" the usage of numbers helped the activity so much. Honestly, the students did the activity so much better as I previously imagined. However, there were some words that  presented some difficulties to them. It was not that easy to remember all the vocabulary. I also have to give them some credit for their effort. Despite of the fact that some of the words previously presented did not have translations,  they did it fast and confident in themselves. There were some words that they do not use frequently in their jargon. To include pictures improved a lot the activity. Finally, to make the activity better for the following time, I could reduce the instructions, because the activity explains it by itself.

SAMPLE OF THE ACTIVY

ANSWERS:

Before the fourth activity I felt relaxed. I choose this page because it had images and the vocabulary on top. During the activity I noticed that some students were doing it very well. However, It was not a piece of cake for some other ones. It was kind of difficult for some students because they barely recalled the vocabulary. They could present a better job in the second part of this activity. As a matter a fact it was easier for all of them because they had an idea already. As soon as the activity finished, I felt relieved because I had fought against the ignorance that wanted to kidnapped my students. To say it in general terms. Many of them got the real aimed of the activity. The aim was to practice content.

 sample of the activity

There is a big reason that made me feel happy about this activity before when I was preparing it. I could anticipate my students reactions. During the activity, I noticed that it was interesting for them to take things out of the bag. I barely needed to give instructions. They got the same images that the activity two. To select the student I used the ball as a hot potato activity. The participant had to answer the question asked by me. The question was what is this? They had to identify whether  the answer was "this is a..." or "this is an..." and the name of the object. After the activity I felt glad that the students had produced the content.

Sample of the Seventh Class planning: Friday, April 26th, 2013.

UNIVERSIDAD DON BOSCO

SEVENTH LESSON PLAN FOR TEACHING PRACTICUM II,

GRAMMAR LESSON

By Carlos Melara

OBJECTIVE:  By the end of the lesson SWBAT talk about objects they are interested in by asking about and answering what the object is in a conversation with a friend.

STAGE	Nº	ACTIVITY	TIME	VAKT	MATERIALS	ACT. OBJECTIVE
Presentation-warm up	1	WARM-UP:  Ss. Play hangman. T is going to use words from the vocabulary from them to guess. Bicycle (s), Poster, watch (es),  Video game, TV, laptop (s), desktop (s), computer (s), cell phone (s), a calculator (s), mp3 player (s), alarm- clock (s).	8	VA	Board, markers	To activate schema
PRESENTATION	2	T represents the vocabulary using pictures. T asks about the name of each object in the pictures one by one. T separates the objects in two rows or columns. In one row pictures with the article a, and on the other row pictures with the article an. T. explains the rule about the usage of an and a giving examples and asking.	7	VA	Board, markers, pictures	To present vocabulary
PRACTICE	3	Ss.  Solve a crossword with the vocabulary using a piece of paper. When they finish they write each word in using an/a.	5	VA	Crossword	Practice content
	4	T. gives students the copy of page 32. Ss. Listen to track 47 and complete exercise A.	3	VA	Copies of page 32, CD, and CD player	Practice content
PRODUCTION	5	T. uses the pictures form activity 2. T. puts all the images in a bag. Ss, sitting, catch a ball to be selected by the teacher. Then, the selected s passes to the front with the teacher. The s gets a picture from the box and the T asks: WHAT IS THIS? Yet, teacher gives the answer as an example giving the two options (A/AN…..OBJECT). When the example is given, all the ss will participate at least once.	7	VAK	Bag, Pictures	To orally produce the content