domingo, 23 de octubre de 2016

CLASS OBSERVATION N°4



CLASS OBSERVATION #4
Saturday, September 24th 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.

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