CLASS OBSERVATION N°3

CLASS OBSERVATION #3

Saturday, September 17^th  2016

This Saturday, I was charged to present to the students my first class developed in one hour. Honestly, I was so nervous but excited because it was going to be a reading class, that for students it is kind of boring but at the end I could do it without any problem. 

Activity 1: Warm-up (Pictures and sentences)

To break the ice, I played a game with students, where they were asked Ss to stand up, make two groups and create two lines. I explained them that I was going to show a word to the first person in each line, and they had to write on the board a sentence using the structures that they had learned in the last Saturday (the structures that students had to use were the Be going to or Present continuous) and the word already showed. After this, I checked each sentence and the group who had more sentences written correctly it was going to be the winner.  (This activity was very useful for students, since they could remember the last structures and they use them correctly).These words were presented to the students to create a sentence using the structures already mentioned.

Successful

-Farmer

-Nurse

-Vet

Writer

Successful

Activity 2: Reading activity (Identify the new vocabulary)

After make a review about the last topic, I asked students to work in their books. Ss had to listen and read a conversation in pag. 44. (The book that they used was American more 4). Ss had to underline the words that they did not know.  Then, I asked them to stand up and look for a partner; Ss had to practice the same conversation twice. 

Activity 3: Vocabulary (Acquire the new vocabulary)

Besides Ss practiced the conversation, 10 images with 10 names were given to Ss. I asked them to stand up in order to find out the person who had the complement of each image or names. When every student had their partner, I asked them to paste on the board the images with the corresponding names. After this activity, Ss were asked if they knew the meaning of each word. At the end, I explained the meaning of each word and the structure of phrasal verbs. (Honestly, this activity was a little bit difficult for students because they did not know too much about phrasal verbs).

Activity 4: Reading activity (To memorize the new vocabulary)

For the next activity, I asked Ss to work in the book again. Before to started the exercises, I asked some volunteers to read the instructions of exercise 2 and 3 (p.45). Then, I gave Ss 3 minutes to complete the task. After this activity, students were asked to stand up and compare their responses with two different classmates. (At the end, I checked each answer as a whole group doing CCQ with students).

Activity 5: Extra activity (Read and answer)

Working in the same reading, worksheets were given to Ss. First, I asked Ss to read carefully the conversation in page 44 and work individually; Ss had to work in the worksheet, where a question was presented (What is the author’s name of the book “Uglies”?). Besides, in the second part of the worksheet, Ss needed to select 4 true/false statements with detail information about the conversation. At the end, Ss were asked to write and select the correct answers and then they had to share their own answers with a classmate. (For this activity, I monitored the activity and answered some Ss doubts).

Activity 6: Speaking activity (Practice the new vocabulary)

Before to finish my hour class, I asked Ss to get into pairs in order to create a real conversation, Ss had to use at least 3-5 phrasal verbs. Each pair was going to have 3 minutes to prepare the conversation. Later, I played a game called “Hot potato”. I gave a ball to students in order to pass it while I was counting from 1 to 10 and the person who had the ball, was going to present with his/her partner their conversation to the whole class. (I liked this activity, because all students participated and they could develop the conversation using some phrasal verbs without any problem).

Activity 7: Grammar (Future time clauses)

After the break, T Luis presented a new topic “Future time clauses”. To begin, T Luis asked Ss to pay attention about the information that he was going to present. T Luis explained carefully the structure about how they could use the Future time clauses and then, he gave some examples. After Ss had already understood the structures, T Luis asked Ss to pass to the board and write some examples using Future time clauses. After this activity, T asked Ss to stand up and make a circle, T gave them a ball, Ss had to pass the ball while they were spelling a word. For example HARDWORKING. The first Ss must say H and pass the ball to the next classmate; he or she had to say A and so on until finish the complete word.  If a Ss got confused, T Luis asked him/her a question about the future. For example: What will you do next month? If Ss could not say the question, Ss have to pass to the board to write the answer.

(Students were happy playing the game. Moreover, they already know about the topic, this make the class easier).

Activity 8: Extra Activity (Speaking)

To finish the class, T Luis asked students to work in pairs, Ss have to talk about their future plans using the structures of the future. (I could notice that T Luis monitored the activity and help students). Besides, each pair was asked to pass to the front of the class and present their short conversation to the whole class. (I really liked this activity, because I saw that Ss could develop learn a new information and they could put into practice the structures). (I felt good because T Luis asked me to help Ss with some doubts).