CLASS OBSERVATION N°5

CLASS OBSERVATION #5

Saturday, October 01^st 2016

To develop this class, I tried to do some activities where Ss could enjoy and learn at the same time. Honestly I was happy to be with teenagers one more time. I really love to work with them. This Saturday, as the others I developed one hour class, something that every day helps me to improve my skills teaching teens.

Activity 1: warm-up (The balloon game)

To started the class. T asked Ss to stand up and make 4 groups of 5. Ss played the game called “The balloons”. T explain that T was going to put 4 balloons on the floor and each team had to select one of their classmates to run as fast as possible to take the balloon and return to their group and burst the balloon without using their hands and feet and pick up the pieces of paper inside. (Ss could understand very well my instructions, and I could realize that they were exciting to play this game.) Then, each team must put the sentence in the correct order. To finish the activity, the first group who had the sentence correctly  was going to be the winner.

Activity 2: Listening (listening to the definition)

First, T asked Ss to read the information in pag. 54. Then, Ss were asked to stand up and make two groups.  An activity was developed, where T showed them on the desk different words related to the information of pag. 54. Besides, T explained to Ss to listen to a definition and based on what they heard, they needed to run and choose the word that they believed were related with the definition and paste on the board. (This activity was a little bit difficult, because they are 20 Ss, and sometimes It was kind of hard to get the attention of all of them, but at the end every student participated). If one group pasted the correct word on the board they got a point. to sum up, the group who had more points was the winner.

Activity 3: Grammar (Be allowed to)

After the previous activity, T asked Ss if they knew the meaning of each word presented before. If they did not know, T explained them each of it. Besides, Ss were asked if they knew the meaning of the word “Permissions”. (Many Ss could answer the question). Then, Ss had to give some examples about permissions. After that, T introduced the grammar rules of “Allowed to” talking about permissions. To finish, T asked Ss to write on the board some examples using allowed to.

(Many Ss could answer my question and they feel interested in the topic).

Activity 4: Reading (working in the book)

Besides the previous activity, T asked students to read the information again and choose the correct setting or context of the paragraph. While Ss were doing this activity, T monitored the activity and asked Ss to share their ideas with the whole class. To finish, T asked Ss to work in exercise 2 pag. 55, Ss had to select 6 True/False statements with detailed information from the text. After that, Ss were asked to compare their responses with a partner. Besides, with the same partner T asked students to create a short conversation using the information in exercise 4. (T monitored the activity and gave CCQ to each pair).

( I saw that some students were talking or using their cellphones, maybe because they were bored).

Activity 5: speaking (Permissions)

To finish, T Asked Ss to stand up and played the game “The ship is sinking”. T must say “The ship is sinking make groups of” and Ss had to get in the number of groups that teacher says. After that, T asked Ss to work in trios. T had to give them a sheet of paper. Then,  Ss were given  3 minutes to create a short story describing real situations that have happened in each Ss using (Permissions) “Be allowed to”. At the end, T collected the pages and gave to each team a different story. To finish Ss were asked to read each story in front of the class and Ss had to guess to whom the story belongs. (I love this activity, because the whole class created their own story and it was so nice to see the imagination that Ss used to create a funny and interesting story).

CLASS OBSERVATION N°4

CLASS OBSERVATION #4

Saturday, September 24^th 2016

This Saturday, I was asked to develop two stages of the whole class (Warm-up & Encounter). This time, I felt more comfortable than the other Saturdays, maybe because I was going to getting experience teaching English with teens.

  

Activity 1: Warm-up (World Jumble Race)

To start the class, Ss were asked to stand up and get in groups of four. An envelope with scramble words per each team was given.  Ss had to work as a group, sharing their knowledge in order to form sentences with the scramble words. (The sentences that they formed were related with the last topic that they already learned).  At the end, the group that finished first with all the sentences written correctly was going to be the winner. (This activity was very useful for Ss because they could remember the last topic and they could put into practice what they had learned).

(To be honest, I really liked this activity, because every Ss participated in the task).

Activity 2: Vocabulary (Kind of books)

After played with Ss, I asked them to get in trios and a picture was given per each team. Ss had to memorize everything that they can see in the picture. After this, Ss were asked to give the pictures back to the teacher. Then, each team had to describe what they could see in their image and they had to say if they knew the kind of book that the image belonged. Besides, images and their respective names were pasted on the board and an explanation was given to Ss. To finish, Ss were asked to work in exercise 2 (page. 46). Ss had to listen to the instructions and the audio in order to complete the task. (Ss were asked to compare their responses with a partner). (To be honest, I really liked this activity, because every Ss participated in the task).

Activity 3: Grammar (So/Such)

After my participation, T Luis began the grammar section. He asked Ss if they knew some adjectives and nouns. (I checked that almost all the Ss knew adjectives and nous). Ss said yes, so T Luis gave Ss a market in order to pass to the board and write some adjectives or nouns. Besides, T Luis presented a Powerpoint Presentation about the structures and the differences to use So/Such. (Honestly, I was surprised when I saw that almost all students knew the adjectives and nouns because they never got confused).

Activity 4: Extra activity (Jails and Rabbits)

After teacher explained the structures of the new grammar, Ss were asked to stand up and make trios. T Luis asked Ss to play the game “Jails and Rabbits”. One of the three Ss was going to be the rabbit and the others were going to be the Jails. If the teacher said Jails, the Ss that were holding their hands, had to move in order to find a new rabbit, but if the teacher said rabbits; the Ss that where inside of the jails had to change their jails. The person that did not find a jail was going to answer a question related with the grammar structure. (This activity was good for students because they could enjoy the moment and also put into practice what they already knew).

Activity 5: Extra activity (Sharks are coming)

Before the break, T asked Ss to played the game “Sharks are coming”. T must say “Sharks are coming” and Ss had to answer “How many?”, at this time T had to say a number and Ss had to make groups based on what teacher said. The student or students that were outside of the groups were asked to give some examples using the same structure (So/Such). (In this activity, I could notice that Ss really love this game and they enjoy the moment between the teacher and them).

Activity 6: Grammar (Practice)

After the break, T Luis explained the structure of So/Such using THAT. After T explained, Ss were asked to create an example using so/sush and that. Besides, T asked Ss to work in their book pag. (47), where Ss had to complete the exercises. To finish, T Luis asked ss to stand up and check their answers with a partner. (I could notice that T help some students doubts and I help him too).

( At this time, students were impatient and bored, although they made their exercises).

Oral Evaluation

After the class, Ss took and oral evaluation. Ss were asked to create a role play in pairs. T Luis created the pairs and the situation per each pair.