Teaching English to Teens(demonstrative adjectives)

Teaching teens is exciting when as teachers we plan activities that allow them to participate actively in class because in that way they feel part of it, and also it elicits them to practice during and produce properly at the end of the lesson. Sometimes it is necessary to encourage them by using phrases like: very good, great! Fantastic! Excellent! So on; because it enables them feel more confident. Furthermore, I had planned to motivate students to speak in English in the whole class giving them some tips to achieve it.

Monday’s class

 

In order to elicit students to participate actively in class, I carried to the class a chart with words that they would find in the content or sentences, and then I gave them the meaning by giving them some examples. Also, I put on the board a chart with some ´´helping questions´´, in that way I encouraged them to use English every time they need it. Furthermore, I put another chart with the students’ names and I explained them that every time they asked something related with the topic or participate as a volunteer I would give them a point, and at the end the student who got more point would be the winner.

I enabled students review and encounter prepositions in a warm-up by putting things that belong to a bedroom on the wall, and then I gave each of them a mouse (picture) which they had to put in the correct place according to the preposition when I indicated. Then they had to say a sentence using his or her preposition. For instance: I said ¨Kevin, put the mouse next to the closet¨, Student’ answer: ¨The mouse is next to the closet¨, so on. While, this activity was developed, I could notice that it allowed them to solve some doubts in prepositions because at the beginning they made some mistakes, when they were saying the sentences but at the end when I asked them, where is the mouse? They were able to tell me without problems.

The most important part of my planning was the grammar part, the demonstrative adjectives (this/these/that/those), I presented them in a chart, so I told students that we use ¨ this/these ¨ when we talk about things or people near to us and ¨this¨ is for singular and ¨these¨ is for plural; on the other hand we use ¨ that/those ¨, when we talk about things or people far to us ¨that¨ is used for singular and ¨ those ¨ for plural, per each of the demonstrative, I explained them some examples in order to let students knew the different among them.

As a first practice, I gave each of them a piece of paper with some sentences in which the had to chose the best demonstrative in order to made it right, and then in order to be sure they did it properly I rotated a marker in the middle of them and the student who was indicated by the marker, he or she should answer one of the sentences. It was really easy; however, it was really useful because it enabled them to test themselves.

As a production, I had planned an activity divided in three parts, from the easiest one to the tough one, with the purpose to elicit students to produce by themselves, in the first part, I gave short and clear directions because them already knew about  the demonstratives. To started I gave each of them a different color marker. And I showed them a ball that they would use to develop the activity. And then, I let them know that they had to be focus just on ¨this and that¨. For instance, I said, ¨I have to describe my marker and then I have to throw the ball to someone else and describe his or her marker ¨. This marker is yellow but that marker is red, etc. In the second part, I gave each of them an extra marker, and then I told them just to be focus on ¨these and those¨ and try to do the same as they did in the previous part, describe their marker and then a classmate’s marker.  And in the last part, I told them, mix up all the markers, with the purpose of some of them got one and other more than one because by that time, they had to be in all of them. Please, see the planning below for more information.

The last part of my planning was a review about adjectives, so I let them to remember and then practice writing some questions, after that, they had to write a paragraph in which they had to describe their favorite object and then his or her friend's favorite object, using the adjectives.

 To motivate students to participate in class enabled me to achieve my goals in this lesson because they participated a lot in the whole activities, so I got very surprise because there are some students that hardly ever make questions; however, by that time they asked more than twice, it was wonderful!

Don Bosco University

Teaching Practicum II

Teacher name: Raúl Guillermo Montoya          Date: March 17th, 2014               Module: 1

Unit2: My stuff     Lesson(s): 7    

Students will be able to describe their objects using grammar this/that/these/those and adjectives small/new/old/expensive/large by writing sentences, describing classmates’ objects.

Part 1: Grammar
Time	Stage		Procedure	Details
2:00 –  2:10	Grades and feedback		T will give back each S the grade they got it in their oral evaluation, and then T will give them feedback in general. For instance: Participate actively in classes encourage them not to miss classes	Aim of the activity: To encourage Ss participate actively in class. Type of learner: V.A Interaction: T-Ss Materials: pieces of paper
2:10 – 2: 20	Word bank, Helping questions, And Extra-credit		ü  T will put a chart with some words and meaning which they will be using in the whole class. ü  Ss will know some questions they can use in order to ask something they do not know or understand. ü  T will put a chart with the Ss name, and every time they participate in each activity or ask questions  they will get a point, at the end the S who gets more point will be the winner of an extra point in the next homework	Aim of the activity: Elicit Ss to participate actively in class. Type of learner: V.A Interaction: T-Ss Ss-Ss Materials: chart
2: 20— 2: 30	Warm-up		T will put things that belong to a bedroom on the wall. Each S will have a mouse picture that they have to put using the preposition when T indicates. Each S will have a turn to pass to put the mouse on the correct position, then they have to create a sentence, for instance: The mouse is on the bed The mouse is next to the closet The mouse is in front the lamp	Aim of the activity: t o let Ss review and encounter vocabulary and prepositions Type of learner: V.K. T Interaction: T-Ss Materials: pictures, chart
2: 30— 2: 40	Presentation		T will present THIS/THAT/THESE/THOSE, in a chart to let students know that: We use THIS/THESE when we talk about things close to us, and we use THESE/THOSE when we talk about things far to us. This talk about things close to us This = singular That talk about things far to us That = singular These talk about things close to us These = plural Those talk about things far to us Those = plural	Aim of the activity: Let Ss get familiar with the grammar part Type of learner: V. A Interaction: T-Ss Materials: chart, markers
2: 40 – 2: 55	Explanation		Ss have to know that CLOSE mean to have something near to us, so T will explain and give Ss examples how to use it in the following way. Close = x...y For instance: This pencil in my hand is yellow. These pencils are not very sharp.  Far = x..............................y For instance: That door is green. Those desks behind to us are brown. In case T notices Ss still have doubts T will use the following chart to give them more examples. Singular That is a TV.              That is a TV.                              Plural                                                                                                                                                                                                                                             These are TVs.          Those are TVs.	Aim of the activity: Let Ss to recognize the differences  close and far Type of learner: V. A Interaction: T-Ss Materials: Markers, board, pencils, sharp.
2:55– 3: 05	Practice		1. Ss have to circle the correct word from each of the following sentences. 1.       This/These is my bed. 2.       That/Those are their pencils 3.       These/This are our watches. 4.       That/Those is Tia’s bed. 5.       These/This is your pen. 6.       Those/That are my favorite sneakers. Then, T will rotate a marker in the center of the students to whom the marker point will have to answer a question.	Aim of the activity:  Let Ss to put in practice what they have understood grammar part Type of learner: V. A. K.T Interaction: T-Ss Materials:  piece of paper, markers
3: 05— 3: 30	Production		Part 1: Ss are asked to stand up and make a circle, and then T will give each Ss one marker. To start we will only focus on THIS/THAT. T will use a ball to throw around. Throw the ball to one classmate. Ask him to describe his object. "THIS marker is blue." Now have him throw it to another classmate and describe the other classmate's marker. "THAT marker is green." The next classmate says the same sentence but has to switch, because it is his marker. So he says "THIS marker is green" and throws it to another person. The same classmate then says "THAT marker is purple." Part2: T will give each student another marker, so each of them will have two markers with the same color. Now we are going to focus on THESE/THOSE. T will start "THESE markers are blue." T will throw the ball to somebody else and say "THOSE markers are green." (T will encourage Ss to do pretty quickly). Part 3: Ss are asked to pass the markers in order to mix up them, T make sure that some Ss have one, but other Ss have multiple markers. And then T will tell Ss that we are going to use the four words, for instance: THESE markers are different colors, but THAT marker is yellow. "THIS marker is yellow, but THOSE markers are blue." "THESE markers are blue, but THAT marker is green."	Aim of the activity:  Elicit Ss to practice what they have learn in the grammar part Type of learner: V. A. K.T Interaction: T-Ss Ss-Ss Materials:  ball, markers
Part 2: Review
3: 30– 3: 35		Presentation	Describing objects T will write the vocabulary words on the board Big—short Cheap—expensive New—old Long—small Then T will explain how to use each vocabulary word, and he will give Ss some examples.	Aim of the activity: let Ss to remember about adjectives that describe things. Type of learner: V.A Interaction: T-Ss Materials: markers and board
3: 35– 3:45		Practice	Ss are asked to write 3 questions using their objects with the vocabulary. For instance: My pen is new My notebook is small My cell phone expensive My bag is old Then, Ss are asked to pass a marker and when T says STOP who has the market has to pass in front and write at least one question	Aim of the activity: Let Ss to practice writing using vocabulary and adjectives Type of learner: V .K.T Interaction: T-Ss Materials: Ss notebooks, pencil or pen
3:45— 4: 00		Production	Ss are asked to work in pairs and then write a paragraph about their favorite things and their friend’s favorite things. Ss will have the following example as a guide, and T will be around helping them in some questions. I am Raul and my favorite thing is my (1) Cell phone. It is small and black. Right now, it is in my bag. My friend’s favorite thing is her (2) ______ It is black. It is new and expensive. Right now, it is on her desk in her bedroom.	Aim of the activity: Let Ss to produce what they have acquired from the lesson. Type of learner: V.A.K.T Interaction: T-Ss Ss-Ss Materials: Ss notebook, pen, pencil

Assessment: Bring a picture of your favorite person, for instance: singer, soccer player, actor, actor, etc.