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).
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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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