School objects.

Date: Tuesday, September 27^th, 2016

Topic: School objects.

Framework: PPP

Skill: Vocabulary.

Teachers’ name: Gabriela Rodriguez

Roxana Diaz.

This class was really good. Teachers made good materials and planned excellent activities for each stage, and students were engaged in the lesson which is good.

First of all, Teachers greeted their Ss and sit students in lines because they were going to do an evaluation. In the first part of the exam Ss did a matching activity, and in the second one they had to write the correct name of the animals.

Warm-up: After Ss finished the exam. Teachers ordered the desks in a semicircle. T Gaby gave a paper with four pictures of animals. They were going to play bingo. T gave instructions and it was fine that every students could understand the game, so T started to mention the animals and when Ss listened an animal they marked with an X the pictures. One student said bingo and he was the winner. Then, T asked every student what animal they have in the paper and Ss mentioned one that they mark.

Presentation: T Roxana presented the topic “school objects” showing pictures and the labels, too. She was explaining the students and giving examples. She also said the word and ask students to repeat many times to learn the words easily.

Practice: T Roxana had some mini-flashcards in a box and she asked students to take one and say the name of the school object of the picture they took. Ss did it correctly.

Production: T Gaby gave Ss a worksheet. She gave instructions and explain what Ss had to do in the exercises. In part 1 were many pictures of things of different categories and Ss had to circle the ones that correspond to school objects. In the second part they had to write the phrase “I use…..” and a school object using the images above. When some students finished, T took time to check in an individual way and correcting if they made mistakes. Later, she checked the answers in a general way.

Wrap-up: Some flashcards were pasted in the board, and T Roxana had some labels in their hands. She asked Ss to pass a ball she provided while T Gaby was making a sound. When T Gaby said stop the Ss who got the ball took a label, and T Roxana asked him to go to the board, pasted in the correct picture and said what school object was.

Finally, T thanked Ss for going to the class and provide a snack that they could enjoy later.

The performing of the class was really good, and there were some activities that could have been improved, but despite that this class was significant for the kids that were learning. 

Lesson plan: 

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: