The wild Animals reading

Date: Tuesday, September 22^th, 2016

Topic: one day in the jungle.

Framework: PDP

Skill: Reading.

Teachers’ name: Adriana Turcios

Xiomara Torres

That was a really good class because the children were paying attention and the activities were appropriate for them. Teacher did a good job, using new methodology to get students involved in the lesson, and that also helped Ss to behave well.

First, Teachers greeted their students and explained that they were going to paste a happy face in their names that were in a chart just if they participate and behave well. So, everybody wanted to have the majority of happy faces as possible to win a prize. That encouraged students to want to participate in every activity. Then, while T Adriana was checking attendance, T Xiomara was giving a nametag to the Ss.

In the warm-up, T Xiomara assigned pairs and gave a puzzle game to each pairs. Ss had five minutes to work together and complete the puzzle forming an animal. When two pairs finished first, T Xiomara asked “what animal is that” to the Ss, and, believe it or not, Ss did it in a pretty good way using the phrase “It is a____”. Consequently, T Xiomara pasted a happy face next to the students’ name that participated. 

In the next activity, T Adriana presented the new vocabulary using flashcards and explaining the concept and giving examples of each one. The words (wet, water, live, teeth, climb, trees, and hot) were took from the text that ss will read in the during-stage. After that, T Adri asked T Xiomara to say a number. When T Xiomi said number 5, the other teacher counted the students and the one who was number five passed in front of the board to touch the picture of the word T Adri mentioned. The students who did it correctly receive a happy face in the chart.

In the during-stage, T Xiomara was in charge of providing the reading to the Ss. She asked them to read it completely. When they finished, T asked three Ss to pass in front and read a short part of the text aloud. That was a big challenge for Ss, but T also helped them to do it.

Then, students were asked to do the exercises that were in the passage. Some Ss already have it, but T gave time to the other students to work in the task. In the exercises, students had to circle the correct picture according to the question. When everybody finished, T checked Ss exercises by saying the correct answers, and almost all the students do it correctly.

The following activity, T Adri gave students another worksheet where they had to write the letters missing of some words, and then match the word with the picture crossing a line. After that, a chart and the pictures were pasted in the board. T asked Ss to sit on the floor she also asked some Ss to go to the board and do the same tasks in the chart (write the letters missing and cross out a line to match it with the picture). That help teachers to check their Ss answers in a general way.

In the last activity, they were going to play the spin bottle game. Ss continued sitting in the floor, but they formed a circle and T put a bottle in the middle.  T asked one Ss to spin the bottle. When it stopped spinning, the S it was pointing to take a picture from a box and say the correct word. Then, T continued spinning and developing the activity.

Finally, teachers finished the class and shared a snack with their students. After that, Ss returned to the CDB.
See their planing : 

The wild Animals listening

Date: Tuesday, September 20^th, 2016

Topic: Animals in the Jungle.

Framework: PDP

Skill: Listening.

Teachers’ name: Mariana Fagoaga

Maria Jose Lopez

This was the first class that my colleague Mariana and I taught to real children. It was very challenging because we had to work with listening skill, one of the most difficult one. Also, we had a problem with the CD player and what we did was read the text aloud to Ss could listen at it. Even thought, we could work together and do our best teaching those children. It was a nice experience working with them.
To start the lesson, we greeted the Ss. T Mariana was in charge of checking the attendance while I was giving a name tag to every student.

Next, the "teachers says" game was played by the Ss. Some flashcards were pasted in the board. The students stood up and T asked them to make a line. T explained Ss that when she mention an animal they have to run and touch the picture of the animal (e.g. “Teacher says touch the lion”). This was a nice activity for students to refresh what they learned in the previous lesson.

To present the vocabulary Ss were going to listen in the audio, T Mariana showed some flashcards to the Ss. She asked them if they already know the word, some students knew them, but others did not. After she pasted the flashcards I pasted the labels to clarify Ss the spelling of the word. T continued by explaining their meaning and giving real life examples with each word, so Ss could relate them in to real life situations. Then, we ordered the flashcards in a line and in the other corner of the board we pasted the labels.

T Mariana asked Ss to touch the picture of the word she was going to mention. All the students participated in this activity, and we could check their learning.

In the during listening, I gave the instructions to the Ss. I provided a worksheet and explained what Ss had to do. In the first part Ss were going to order the events of the story they were going to listen. I asked T Mariana to read the story for the kids. Ss worked in the first part, and then T read the story again, so Ss listened and checked their answers. Later, I asked them to do the second part where they had to color just the animals that were mentioned in the listening. T Mariana and I were monitoring Ss working. When they finished I checked their answers in a general way.

 In the post-, Ss played the fly swatter game. I divided the Ss into two teams. I gave the first person of the group a fly swatter. When I mentioned a word the students had to slap the correct flashcard with the fly swatter, and the students who did not do it correctly had to answer a question about the listening. Students took turns to participate in the activity.

Unluckily, we did not have enough time to do the wrap-up activity, so we thanked students to be in the class and they received a delicious snack. 

Let's see the planning:

The wild Animals vocabulary

Date: Tuesday, September 13^th, 2016

Topic: Wild animals

Framework: PPP

Skill: Vocabulary.

Teachers’ name: Juan Jose Menjivar

Andrea Leiva

In this lesson teachers could start a new unit that was about the animals especially the wild animals. They taught vocabulary and it was a really nice experience for them.

T Juan began the class checking the attendance while T Andrea was giving a name tag to each student. Then, he taught some commands that students were supposed to use in the class. For example: raise your hand, May I go to the bathroom, please, etc.

 Later, Ss had a surprise. T explained them that they were going to do an evaluation, a short quiz that will help them to identify the progress of the previous unit that was about family members. The exam was provided to the students and they did it easily, except two boys that had problems when identifying what they had to do. Both teachers were monitoring their students and clarifying doubts about the exam.

In the warm-up stage, T Juan asked Ss to form a line in the middle of the space they had. There were pasted two colored papers in the floor (one black and the other yellow). When the teacher said yellow all the students had to move to the black paper, but if T said black they moved to the black one. T started to say the color quickly and when one student made a mistake he returned to his desk. Four students were the winners and they receive a sticker as a prize.                                                                            

Later on, T asked students to sit down and he started to teach the wild animals (gorilla, lion, panther, elephant, giraffe, crocodile, tiger, and bear). T presented the animals with disposable plates that were like a mask. He took the disposable, ask Ss what the animal was, mention the name of the animal, and ask students to repeat the word. After presented the masks he was pasting them in the board. T asked Ss to practice pronunciation one more time.

In the practice, T Andrea gave Ss a worksheet. The activity consisted in cross out a line between the animal and the word that corresponded to it, so they could match them. All the students did it easily because they could identify the animals quickly. T were monitoring and checking Ss answers.

Next, Ss stood up. They made two lines and worked with the person that was in front of them. A mask was given to each Ss, so they had to imagine that were in the jungle and say to the other what animal he/she was. For example: “I am a lion”. Ss should have used the phrase and the animal that they were supposed to have.

In the last activity, T Andrea asked Ss to pass a ball that she provided. The students who had the ball when T stopped counting passed in front of the class, took a mask and finally said the phrase “I am a__”.

Finally, a snack was given to the kids, so they could enjoy it in their return to the school. 

See the lesson plan here: