PDP LESSON topic: the insects

Warm up -

Tic tac toe

To start the class, the tic tac toe was taught to review the vocabulary. The teacher asked the students the previous topic which was the insects. He showed the flashcards without the insects´ names, so that students were challenged to remember them.  If any students gave the proper insects’ names, they were allowed to pass to the board and write an “X or O” in the game. 

Pre-listening -

In this stage, the teacher presented the vocabulary students may not know or understand in the listening such as the colors and the grammar structure “I like and I don't like.” Firstly, he presented the colors. Hopefully, students knew the meaning and the pronunciation. Then, the grammar structures “I like and I don´t like” were taught with the help of the Facebook emoji (see picture A1). Later, the grammatical structures and the insects were taught together (I like the bee/ I do not like the bee) to end up practicing the grammar structures, the colors and the insects (I like the red ladybug, I do not like the green grasshopper). Students were asked to repeat many times to get used with the topic. 

During 1 -

In this moment, students were asked to turn their desks to the window while the teacher pasted or drew three different pictures on the board.  Then they turned their desks to the board and the teacher played the listening. Students were asked to circle one pictures related to the listening. 

 

During 2 -

Worksheet

Some pictures and a worksheet were given to each of the students. In the worksheet, students had to paste the pictures that the audios mentioned in order. To do this, they were played one by one, so that students had time to paste the images. (There were 6 audios. Each one mentioned one insect in a sentence such as “I like the red ladybug”).

During 3 -

Worksheet

In this stage, students were given worksheets and some colors. They had to paint the insects they heard according to the color that described them. (I like the yellow bee).

Post-listening -

Students were asked to take one picture from a box. It was to be used in a sentence such as “I (do not) like the black fly mosquito.”

Wrap up -

Balloon

To conclude the class, students took a balloon. Inside of it was a paper so they had to burst it, take the paper and look for proper flashcard.  

Warm up -

The teacher presented a warm up called flyswatter in which students had to hit words (related to a topic for reviewing) on the board when the teacher mentioned them. The students or the teams that hits more words in the proper way win. 

                                      

Presentation -

In this stage, the insects were taught by using flashcards. The teacher tried to asked students to repeat after him, but unfortunately they were not paying attention. Also, the teacher taught them some adjectives. This should not have happened because his lesson was vocabulary. 

Practice 1 -

A worksheet was given to each of the students. They had to match the insects with the adjective.  The worksheet´s instruction was not clear for the students and the article “the” was missing. There was not modeling for this practice.

Practice 2 -

In this stage, the teacher presented herself. Also, she reviewed the vocabulary just to clarify students their pronunciation and meaning. Then, the flashcards were pasted on the board with insects’ names covered. She asked the students to find the proper name for each insect and paste it next to it. 

Note:  to do this, try to have the insects’ names with the same color of the flashcard, so that it is easier for the students to recognize the vocabulary.

      

Production -

In this stage, the teacher played a guessing game. She covered the flashcards and asked “what is this insect?” the flashcards were showed one by one slowly. The teacher discovered the insect´s flashcard when a student guessed it. The students all were asked to guess one of the insects. This activity was perfect for this stage because the students were willy to participate. 

second class/ vocabulary

Warm up -

The teacher asked the students to clap and repeat while she was mentioning: doctor, teacher, nurse, police officer, fireman, pilot, taxi driver and cook.

Presentation -

In this stage, the teacher presented the new vocabulary by using flashcards. She asked them to repeat after her for getting them used with the pronunciation of the vocabulary. Also, she assured that each student had learned the vocabulary by asking them individually.

Practice 1 -

The teacher placed the flashcards on the board. Students were given some pieces of paper with the name of the famous profession. They had to put them in the correct pictures. Also, she emphasized the pronunciation once again.

Practice 2 -

Missing word

The teacher gave a worksheet to each of the student in which they had to fill with the correct word. The teacher was monitoring if students needed help.

Practice 3 -

Word search

In this stage, worksheets were given to the students in which they had completed some sentences with the famous profession. Then, students had to look for those in the word search. The teacher was monitoring if they had understood the activity or if they needed help.

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Production -

The teacher gave each of the students a flashcard. They had to pass to the front and say: “I am a (soccer player/famous profession)” this activity was done twice due to there were few students and all the profession needed to be reviewed.

Wrap up -

In this stage, the teacher displayed the flashcards around the classroom. Students were asked to point out to the famous profession when the teacher mentioned it.  Firstly, the teacher pointed out to show student how to do it. Then, the professions were just mentioned. 

Warm up - up

Hot potato was used to start the class for reviewing the previous class.

Pre- Listening -

The teacher explained the new vocabulary by using flashcards. She asked them to repeat after her while pointing out. Then, students were asked to mention the name of the profession she showed them.

During 1 -

Students were asked to underline one picture out of three; it was for understanding what the listening was about.

During 2 -

The teacher played the listening one again. Students were asked to circle the profession mentioned in the listening.

During 3 -

In this stage, student had to circle the profession the teacher mentioned in a worksheet, but they had to identify one profession in a group of three.

Post listening -

Flashcards were given to the students. They had to pass to the front and say “I am a (profession)”

General Comment:

The listening was properly for students’ level. The teacher were really kind and they tried to include all the students in the activities, but the instructions for each activity were explained improperly  Also, the lesson did not have enough or extra practices (during)  because of that the students started bothering   each other without paying attention. I really consider that my classmates can improve their lesson and also the way in which they explain and develop each of the stages. 

Grammar it is and they are

Class 01 Grammar 

This was my first time teaching. I was really nervous. I thought students would behave improperly and make a mess, but they did not. I think my classmate and I did a great job in this class because students understood the topic.

Instructions: to start the class, Whole Brain Teaching (power teaching) was explained. 

It is a technique in which teacher can accomplish: a positive and effective classroom, and a classroom where learning is fun for you and the students. Power teaching is based in seven basic components:

– Class!-Yes!

– The Five Rules

– The Scoreboard “Game” (and more!)

– Hands and Eyes! 

– Teach!-OK!

– Mirror!

– Switch!

For this class was only used Class!-Yes! 

and hands and eyes for the reduced time we had.

For more information click on the link

https://www.youtube.com/watch?v=eBeWEgvGm2Y&list=PLF6D01726A970C905

Warm up

In this stage, the teachers presented a warm up called “Walking through the jungle.” It consisted that when the teacher mentions an animal; students will behave and produce the sound of the animal. Lion, elephant, frog, parrot, crocodile, sheep, monkey and panther.

Presentation

The teacher presented the grammar structure of the verb to be: it is & they are with the help of some flashcards. He explained it step by step. First, he made students to recognize of singular and plural. Then, he taught them that it is for singular and they are for plural. When they had recognized it, they were asked repeat many times until the teacher considered necessary. This process was followed due to that grammar is a bit complex for children. And if it is not taught in a simple and understandable way, it would not be learned. 

Practice 1

Worksheet

In this stage, students were given a worksheet in which they had to write the missing pronoun or form of the verb to be: it is or they are.

Students were really focused on the task. Everybody was completing it. The students that did understand the topic were asking for help to the teacher or to their classmates. When they finished the exercise and the answers were right, they received a sticker as a prize. 

Practice 2

Scrambled sentences 

The teacher gave a bag with scrambled sentences to each of the student. She explained it with an example. She had two sentences. One with it is and the other with they are. She asked them what could be the order of the sentences. She made them internalized the grammar structure by their own experiences and answers. It was fundamental for them to practice and develop the activity properly. 

Production

Class activity

Students were given a picture with different animals. They had to make a sentence about it using it is or they are. They were sat on the floor. The teacher taught them how to do it. Students seemed to be used with the topic. With the teacher's help, they could do this stage better than expected.

Wrap up

The teacher asked students one by one what they have learned. They answered it easily.

On Wednesday the 14th, I went to observe my classmate´s class.

Warm up

Students were asked to write their name on a tag name, so that they could ask and answer the question what is your name? to each other

Note: this activity seemed to be difficult at first for the students, but when the teacher helped them, they knew what to do and how to do it. 

Pre-listening

In this stage, the teacher presented the family members by using some flashcards. Also, he taught them the question who is she/he?

Students were paying attention to the explanation and they were really interested at the topic.

Note: the teacher focused too much on the question who is she/he? It seemed to be a grammar class instead of a listening class. This stage is just for presenting new vocabulary that could appear on the listening, so that the students can understand it better. 

During 1

In this stage, the listening was read by the teacher. He repeated two times.  Then students were given a worksheet in which they had to underline the family member´s mentioned in the listening.

Note: the worksheet should have been given before the listening. It is because students can be aware of the questions so they know what they need from the listening to answer the questions.

During 2

Students were in a line while the teacher was holding the flashcards... students had to answer the question who is she/he? If they did it correctly, they could sit.

Note: this activity was well explained and it reached its goal. Even though, students were nervous, the teacher´s help was ideal to get rid of their nervous.

Post listening

Students were given a bond page. They were asked to draw their family member. After that, with the drawing they had to ask and answer who is she/he? to each other.

Note: this activity reached its goal because students were answering the questions properly. In this group, pair work did not work. This is the only problem it had.

Class

Note: The teacher´s help was fundamental to facilitate the comprehension of each of the activities to the students in the class

Here I leave a link where you can find audios for your coming classes just clic here.

LISTENING

workshop part 2

Hello my folks. Today I am going to share with you my experience in the second part of the workshop.

In this class, Geovanni was still our instructor. We were told to memorize a tongue twister and a story because we would use them in the class. So, we started sharing both the twister and a story. Geovanni recognized that we had taken into account the tips from the previous class and that we had improved our attitude to speak in front of an audience.

I am that guy in blue

Then, we got some balloons. They were supposed to represent our life so we must keep it alive. We had to touch the balloon with one finger…two fingers and so on until handling it with the two hands. While we were trying not to let it fell in the floor, Giovanni burst some of my classmate’s balloons and told them to burst others’. When everybody’s balloons were burst, he told us that is impossible not to think that our futures students will live violence every day and we must learn how to deal with corrupted children. 

Another activity we did was a massage in which we gave it to our classmate vice versa. The session ended up with a discussion about the responsibility and issues we will face as futures teacher and that our attitude when teaching will facilitate and foster our students learning.

Workshop part 1

Hello my folks. Today I am going to share with you my experience in the first part of the workshop.

The instructor’s name was Geovanni. He told us that if we are going to become teachers, we do not have to hesitate and to be confident.  So that, he taught to us some activities to get rid of nervousness we might have. The first one can be called METAPHOR in which we had to present ourselves by using any object as a (cell phone or smartphone).  Geovanni gave us feedback about the issues we had and what to improve.

Another can be called CLOSED EYES in which we were working in pairs. One had to keep his eyes close while the other was guiding his movements. The objective of this activity   was to have contact with classmates we are not used to talk with.

 And the last we did was SPEAK FROM AFAR. In this activity we still were working in pairs, but this time we had to have a conversation with our classmate from very long and close distances without screaming. The objective of this activity was to speak aloud without disrupting our voice tone.

At the end of the first part of the workshop, we discussed about our experiences we had and how useful it was. I really enjoy it. I did not laugh and express myself as I did this time and I also consider it was very helpful for the class.