The professions (Reading)

Date: Thursday, October 20^th, 2016.

Topic: The professions.

Framework: PDP

Skill: Reading

Teachers’ names: Juan Jose Menjivar

Andrea Leiva

Paolo Mazariego

Gabriela Callejas

That was the last class with the kids and everybody was expecting what was going to happen. Teachers planned a lesson in order that all of them could have had an equally participation in the developing to it. Luckily, Ss had a good behavior during the class and teachers had a nice performance.

First, T Juan gave general instructions to the Ss. he explained that if Ss misbehave he was going to pasted the name of the Ss in the sad face part in a chart. That motivated Ss to be engage in the class rather than being distracted in other things.

To start with the lesson, T Juan asked Ss to stand up and made two different lines. He provided a ball and Ss had to throw it to a circle. Each circle had points (it was like a skee ball target) and Ss won points depending of where did the ball was. They took turns and the group with more points received a prize.

To continue, T Andrea taught the vocabulary from the reading. She presented five words (fire, ambulance, thief, airplane, and creative). She showed the flashcards and the labels of each word. T Andrea also asked Ss to repeat after she pronounced the words.

Later, T Paolo provided Ss a two pages. The first one was the during-task. He asked one Ss to read the instructions. Then, he asked them to read the passage that was in the second page. Some Ss tried to do it, and when Ss finished they started to work in the task in which they had to answer some questions according to what they read in the passage. T checked Ss answers by asking them and saying the correct answers.

Besides, a worksheet was given to each student. T Gabriela read the instructions from part one and asked Ss to complete the exercises. After they finish the filling in the blank exercise, she checked their answers. Then, T read the instructions from part 2, and also asked Ss to do it. Ss had to match the pictures with the words of the vocabulary presented. T stamped Ss worksheets when they finished the exercises.

Finally, teachers helped Ss to move their desks and ordered them in lines. T Juan Jose told Ss that they were going to do a short evaluation about the last unit. Ss save the things that they did not need in their bags. They were concentrated in doing the exam after they received the page. Teachers were just seeing their Ss. If kids had any doubt they could asked to the T and he explained.

Later, T Juan Jose riffled the person that was going to receive a prize. Ss were happy in that moment because everybody had a good behavior. At the end, T gave some instructions and Ss received a delicious snack. Then, teachers say good-bye to Ss, and now everything is over.

Let’s check out their lesson plan:

The Professions (Listening)

Date: Tuesday, October 18^th, 2016.

Topic: The professions.

Framework: PDP

Skill: Listening

Teachers’ names: Adriana Turcios

Xiomara Torres

Gabriela Rodríguez

Roxana Díaz

At the beginning of the class, T Xiomara explained the policies in Spanish and Ss asked her questions when they had doubts. She explained Ss about the black list, a new methodology to make Ss behave well, in which T were going to write the names of the students that had a misbehavior. The Ss that had a good participation in the class were going to be prized.

Then, teacher Roxana asked Ss to sit on the floor and form a circle. He divided Ss in groups (the group of the CHEF and the group of the POLICE OFFICER. They were going to take turns to throw a die and according to the number T was going to move their profession through the board game that was pasted in the board. They also had to answer the question T asked him/her depending of the number they get (e.g. what is he? He is a ____ and the profession T showed.

Furthermore, T Xiomara introduced the question that was going to be in the listening (Where does he/she work?) using the professions. The answer “he/she works in the____” was presented to the kids. Then, T encounter Ss with more vocabulary of the listening (airport, hospital, school and restaurant). T gave examples of each word and asked Ss to repeat as many times as necessary. She was asking the question presented and Ss had to use the answer and the places presented in order to answer.

Moreover, T Adriana asked Ss to pay attention. She provided the worksheet to the Ss but they had to keep it facing down. First, she asked them to listen the audio. Then, she read the instructions of the exercises and asked Ss to listen the audio for a second time, but now with a purpose. Ss started to work on it. Ss had to circle the places where each professional works and also write it in a small box according to what they heard. T checked what Ss answered.

Besides, T Xiomara continued with the post-. She for some volunteers that wanted to participate. Some Ss stand up and T gave them a flashcard. She asked Ss the questions from the listening (e.g. where does the mother work?) and Ss had to say the place and paste the flashcard and the label of the place next to the correct label of profession.

In the last activity, T Gabriela asked Ss to play the “carrying the chocolate ball” game. T divided Ss in two groups. There were four desks, two in front of the class with containers that had chocolate balls. Ss objective was to carry one ball to the other desks using a spoon with their mouth. At the end, T count the balls and the group with more balls won the game while the other Ss of the group that did not win answered the questions that T asked them.

All students were encouraged to participate that Teachers gave a prize to all the Ss including the snack that they shared with them.

Here you can see their planning:

The Professions (grammar)

Date: Tuesday, October 18^th, 2016.

Topic: The professions.

Framework: PPP

Skill: Grammar

Teachers’ names: Maria José López

Mariana Fagoaga

Carlos Jovel

Guillermo Guerra

That was our second experience working with kids. They were well behaved and that facilitate us to perform the activities of the lesson. I also think that the activities and materials that we did helped us to engage Ss in the lesson. Personally, I feel really happy that the class was interactive and meaningful for students learning English as a second language.

The topic that we were going to teach was the grammar structure of the “verb to be” and using the professions. T Charlie started the class giving general instructions in Spanish. He explained that teacher were going to write Ss names and put it in a little box to make a riffle of a price, but just to Ss that participate and behave well during the class. That encourage Ss to be active in the class.

Later, T Guillermo asked Ss to stand up and form two lines. He divided Ss in TEAM 1 and TEAM 2. Ss from each team had to take turns and throw a ball in a circle that was in the board. Each circle had points and Ss were going to throw the ball and get points for their groups. At the end, T was going to count the points and the group with more points were going to be the winners. T asked the group that lost to say the profession according to the flashcard (picture) he showed.

After the warm-up, I started to present the Verb to be structure (I am, He is, and She is) I pronounced the phrase and gave examples of each one. For example, I am Maria Jose, I am a teacher. To exemplify the structures “He is and she is”, I asked my colleagues Guillermo and Mariana to go to the front and I presented them saying “He is Guillermo, he is a teacher; she is Mariana and she is a teacher.” Moreover, I presented the questions “Who are you? Who is he/she?” I explained to Ss that they had to use them depending of the subject, if it is a boy, a girl or themselves. After I presented each structure, I was pasting the labels in the correct flashcard with the professions. I continue asking Ss who is he/she and showing the flashcards. Then, I asked some Ss to go to the board. I provided them a mask and I asked to the others the question presented previously, Ss had to answer using the correct verb to be.

In the practice, I provided Ss a worksheet in which they had to write the correct structure of the verb to be according to the professions. Ss could do it great, even though teachers were monitoring the practice of the Ss and also checking their mistakes. After they finished, I checked Ss answers. The same professions were pasted in the board. Ss had to do the same that in the worksheet, but this time pasting the labels with the structure in the correct flashcards.

In the second practice, T Mariana pasted three different color charts in the board while the others teachers were giving Ss three color sticks to each one. The color green means “he is”; the color red was “I am”; and the yellow one means “she is”. T explained Ss the activity. T was going to show a flashcard and depending of the flashcard kids had to hold in the air the correct color stick for each verb to be.

In the production stage, teacher assigned pairs to work in a mini- roleplay. Ss had to prepare the roleplay by asking the question “who are you” and answering it using “I am______ (their name)” and “I am ___ (the profession)”. Teachers were monitoring Ss preparation and some Ss did it great. Then, T gave each pair a little paper with a number. There was a train in the board and T was going to look for happy faces in each railcar with a number. The railcars that contain the happy faces had the number of the pairs that were going to pass in front of the class and performed the mini-roleplay. T provided Ss a mask and Ss had to use it to say what they were and what their pair were. They had the opportunity to choose what they want to be.

Finally, T Charlie passed two balloons to the Ss. kids were going to pass them while T was clapping. When he said stop and the color of a balloon (e.g. pink or green), he will showed a flashcard and asked the profession to the Ss that had the balloon of the color T mentioned. Ss had to use the structure presented.

T Mariana riffled the person that was well behave and participative. The lucky person received a gift and he was really excited and happy with it. Then, we shared a snack with the children, and thanked them for being in the class.

The lesson was pretty nice, we could enjoy when Ss were having fun and learning at the same time in each activity. At the end of the class, we felt relax, confident and satisfied of the development of it, and also we felt that we also could improve some mistakes that we made in previous classes.

This is our lesson plan: