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: