Teaching English to Teens (Favorite People)

Friday’s class

 

Let me tell you that for me this class was my second chance to overcome all the challenges that I found in Monday’s class, first I had to look for activities that enabled students compete between them because at their ages they like to show what they are able to do, to their others classmates (competitors), and also I had to avoid to give large instructions, and do not speak to much. So I guess I overcome the majority of them.

I started the class with a warm-up review about demonstrative adjectives (this/that/these/those) to elicit students to encounter and remember the grammar part studied in the previous class. In this activity I could notice that all of them were able to say a sentence using the demonstratives.

The first part of my planning was about vocabulary.

I introduced the new topic (favorite people) by putting pictures on the board, and then I asked students. Do you who is he? Some of them knew about some of them, but to enable all of them knew about them I put their name below in each picture. After that I asked students, what is his or her occupation or job? I notice that most of them did not know, so I asked them to take a piece of paper from a bag and then they had to guess famous people’s occupation or job and put below to the correct picture. I enabled students to pronounce the jobs words many time each of them to internalize. After that I gave each of them a piece of paper with a description of a job and they had to find the correct picture that represented that job and put it below of the picture. It allowed them to get ready for the following activity which was ¨fly swatter¨, this activity let students identify and internalize the vocabulary words because each of them had the opportunity to swats the correct job when they heard the description.

To elicit that students practiced reading and pronunciation I gave each of them a page which contained 3 paragraph, each paragraph describe a person’s comment about a famous person and his or her jobs, each students was asked read a line from the context, so when a student made a mistake, I helped him or her to say properly. After that, I asked students to turn the page down and I asked them some questions related with the context. Please see the planning below for more information.

The second part of my planning was related with grammar (be negative) so I presented the ¨be negative¨ structure and some examples in a chart to let students got familiar with ¨be negative¨. And then, in order to explain the grammar I put on the board the structure with different color paper each part, below of it I put some sentences, each part of them, according to the color of the structure. I enabled students practice with some sentences cutting into pieces which they have to put in order following the structure, in pairs.

The last part and the most important of my lesson was the production.  I told students to write 3 sentences, one negative and the others positives following the structure, and then I asked each of them to pass in front to read one or two sentences and the student who changed the positive sentences to ¨be negative¨ should get a point.

Don Bosco University

Teaching Practicum II

Teacher name: Raúl Guillermo Montoya                          Date: March 21^st, 2014                

Unit3: Favorite People                                                      Lesson(s): 8   

Students will be able to talk about jobs and personal information by describing favorite people’s jobs using be negative in sentences.

Part 1: listening and reading
Time	Stage	Procedure	Details
2:00 –  2:10	Warm-up	On the wall Ss will see some hands point out some pictures; each hand point out the picture will have a literal. Each S is asked to take a literal, then according the literal each of them is asked to say a sentence, and then together we are going to check it For instance:  a.                                                b.	Aim of the activity: to review and encounter that/this/these/those studied the previous class Type of learner: V.A Interaction: T-Ss Materials: pictures, literals
2:10 – 2: 25	Pre- Listening	T will introduce the topic(Favorite People) putting pictures on the board and then Ss are asked to pass to put their pictures, too, for instance: Leonardo DiCaprio is an _____ Leonel Messi is a ______ And they will say: Actor, Soccer player, so on. Then Students are asked to take a piece of paper with the vocabulary(Jobs) from a bag and pass in front to put next to the correct  picture, after that Ss are asked to repeat after T the vocabulary words. Take notes! a/an a + consonant sound an + vowel sound Matching description with the correct vocabulary Each S is asked to take a piece of paper which has a description of a famous person, then they have to pass to the board an match with the correct picture, and then T and Ss will check it together.	Aim of the activity: encourage students to get familiar with the new vocabulary. Type of learner: V.K.A Interaction: T-Ss Materials: pictures, papers with numbers, markers, papers with descriptions, notebooks
2: 25 – 2: 40	During/ Listening, Reading	Fly swatter. Ss are divided into teams, line them up in front of the board and each student in the first row will be given a fly swatter. Then, T will say a description of a job and the first S to swats the correct answer wins a point for the team and they pass the swatter to the next S until the last S from each line pass. Who is your favorite person? T will ask each student to read a line from the reading part, there are three paragraphs, and when the paragraph 1 is already read I will take in to account each mistake Ss did and I will help them to correct it by practicing right pronunciation together. For instance: Paragraph 1. My favorite person is Cristiano Ronaldo. He’s from Portugal and he’s a soccer player. He’s fantastic! He is not only a soccer player. He’s a model, too. His pictures are in fashion magazines.                                                                       Andrea, 15	Aim of the activity: Let students to identify and internalize vocabulary Type of learner: V.K.T.A Interaction: T-Ss Ss-Ss Materials: Fly swatter, pages, markers
2:40– 2: 50	After/ Reading and listening	After  reading  T  will ask to Ss some questions without looking the text about the reading, for instance: 1.       Is Cristiano Ronaldo Portuguese? 2.       Is Cristiano Ronaldo a Model? 3.       Is Scarlett Johansson Australian? 4.       Who is studying at Cambridge University? 5.       Is Lily Cole a British Model? So on	Aim of the activity:  Let Ss to put in practice what they have understood from the reading. Type of learner: V.T.A Interaction: T-Ss Materials: papers, markers
Part 2: Grammar part
2: 50 – 3: 00	Presentation	T will present Be (Negative) using a chart with the structure Subject + (be) + not Singular Plural I am not We are not You are not You are not He is not She is not It is not They are not T will explain that the Auxiliary Be=am/is/are, and also that YOU can be used to refer to a person or a group of people, example: I love you –singular I love all of you—plural	Aim of the activity: to let  Ss get familiar with the grammar part Type of learner:  A. V.K Interaction: T-Ss Materials: Chart, markers
3: 00 – 3: 10	Explanation	T will put be negative structure on the board in different colors, then T will create sentences using pieces of paper per each part of the structure and with the same color. Then, T will put a sentence in Be affirmative in different colors paper according to the structure. Comp Not Be Subject                                  +             +                + She is not an singer                                                            They are not dancers I am not an actor   Some Ss are asked to pass to the board to complete a part of a sentence. Also some Ss are asked to change the part of  sentences in order to be correct	Aim of the activity: let Ss to get familiar with the be negative Type of learner: V.K.A Interaction: T-Ss Materials: chart, markers
3: 10 – 3:30	Practice	Ss are asked to work in pairs, then T will give each pair different sentences cutting in colored paper divided in subject, be, not, complement into an envelope, and then Ss have to put the sentences in order. T will check if all the sentences are correct in each pair. Finding the correct job Ss will see some pictures of famous people on the wall and below it will have a wrong vocabulary word. And right to the pictures they will see some vocabulary words they can use in order to make it correct. Each S is asked to point out and say, for example: She is not a singer and takes the correct word and put it over the wrong one.                  Words                   Dancer                   Singer                   Doctor Doctor Soccer player	Aim of the activity: Elicit Ss to put in practice what they have understood from the grammar part Type of learner: V.K.A. T Interaction: T-Ss Materials: Pictures, piece of papers, markers
3: 30 – 3:50	Production	Ss are asked to write two false sentences and one true about people, then when they have already finished  each S is asked to pass in front to read two one false and one true. And then S who corrects the sentence first will get one point. T will model with one example.	Aim of the activity: Let Ss produce and correct sentences by their own Type of learner: V.K.A Interaction: T-Ss Ss-Ss Materials: markers, notebooks
3:50– 4:00	Wrap-up	Ss will see a chart with some question. They will be asked can you say, count or name about different topics they have already studied in previous classes.	Aim of the activity: Let Ss remember about different topics Type of learner: V.K.A Interaction: T-Ss Materials: chart

Assessment: Ss are asked to bring a picture from their family members for the next class