My third teaching class. II period

MY THIRD TEACHING CLASS.

Jose Daniel Medina Aguirre

Well, I felt so excited and nervous for this class. To start, I had been sick during the whole week. I got a hard flue and an awful cough, and also I had not sleep well the night before. Mo matter, I prepared my class and tried to do it in the best way I could. Firstly, I prepared a warm up with an activity called “What am I/ am I not/ doing?” because the topic was Present Continuous Tense.

I asked for two students to be volunteers and to come to the front and to guess what the sentences were. I asked both students a boy and a girl to sit down one in each desk located in front of the students and having the board in the back. Then, the rest of the class had to mimic what the sentence said, and the two students had to say aloud the right sentence. At the end, the girls were the winners.

Shortly after, I went to explain the part of grammar. I started with pasting a chart on the board, a chart done by myself. This chart contained the elements to build questions using present continuous tense. Also, the chart contained some example which were so helpful at the moment of teaching this topic.

After this, I presented some pictures for they to tell me a question and a possible answer. It was interesting because with this I could notice if they had understood the part of grammar that I had already explained to them.

I was glad because the students showed me that they had understood the topic. So after that, I went to another activity. This activity was about to complete the blanks on a work sheet. I did it because I wanted to support the topic that was Present continuous Tense Questions. They did it awesomely, however, I make the students to tell me the right answers and then to repeat after me.

Afterward, they had to create a short conversation, and they had to put into practice the previous knowledge as well as the actual. At the end when they finish creating the conversation, I did pieces of paper that contained YES and NO. The pairs that got Yes had to pass to the front to perform the conversation. And so finally, three pairs were going to pass to perform the conversation and in this way my class concluded. I was glad and with brief words I said to the students “thanks for behaving great and for learning from my classes”. So I finished and the teacher said to me “awesome, you did it awesome this time”. Finally I went out of the classroom because the students had a listening test.

MY SECOND TEACHING CLASS, II PERIOD

MY SECOND TEACHING CLASS

Well, this class is the best I have given before, even though in the second period the classes have been better than in the first one. I started my class with a warm up as a review of the previous class. I asked the student to see a couple of flashcard that I brought to the class, and as the previous topic was the use of how much and how many,I asked them to tell me the right question depending on if the image was countable or uncountable food. Then after they told me the right question, I also asked them for the right answer and so on. I started to feel glad because the students had learned well the topic that I taught them in the past class. The students did it awesomely.

Afterwards, I said to the students that they were going to study a new topic, and it was the present continuous tense. But, I had to do only the presentation of it because it was the beginning of the unit. So, I prepared only three activities.

The first activity was mimicking. I asked the students to come and make a circle. I had brought a little box with some verbs written in piece of papers. So, I explained them that I was going to pass a magic wand, and I was going to count until five, and the one who got the magic wand was going to perform the verb that they were going to get from the little box. When they had guessed the verb, they had to say “she is cleaning, he is painting…” and so on depending on the verb and also using the present continuous tense.

The other activity was the explanation of grammar, although, it was not so deep. I used a chart to explain the concept and also a chart to explain the pattern that the students were going to follow for applying the present continuous. Later, I gave to the students a list of examples for the students to understand. So then, I monitored them if they had learned it. At the end of the explanation, they had understood it well.

So finally, I pass to the last activity. This activity was going to be a dialogue that I had brought in pieces of paper. First, they had to fill in the blanks and then they had to memorize it. At the end, I raffled the participations. I did twelve pieces of papers, nine containing NO, and three containing YES. Because of the time, only three pairs were going to pass. After I gave the pieces of paper to the pairs, the ones who got YES passed to the front to perform the dialogue, and so the three pairs passed. In this way, my class come to the end exactly on time.

MY FIRST TEACHING CLASS II PERIOD

Jose Daniel Medina Aguirre

Friday, March 28^th 2014

Well this time, I felt more confident because the students understand more the English language, and also, I tried to do everything in a best way. My class was on Friday, March 28^th in the morning shift.

I started the class bywriting the agenda and also explaining to them the objective for the class. Afterwards, I did a warm up by playing the game “Chinese whispering”. I asked the students to make two lines in front of the board, and I said that I was going to give to the last two students a piece of paper containing a sentence the one which they had to pass to the firsts on the lines by whispering it on the ear. So this last one had to write it on the board. I expected more from the students but it seemed that they needed help because they were not following the directions. Therefore when they finished writing the sentences, I asked them if the sentences were written in the right way, and we checked the sentences together.

Shortly after, they were going to play bingo as a review of the last class. I demanded them to work individually. I gave to every student a table for bingo, then and I asked for four volunteers that were going to sing the cards and the rest of the class were going to play with the tables. As they had been studying food and there is and there are. The technique was that the four volunteers were going to say “there is/ there are an apple/a cake/ some grapes, etc. depending on what the card showed. At the end, they did it well. I was glad because they had fun and learned how to use there is and there are.

After a while, I started to explain the part of grammar of how to use how much and how many. For this part of my class, I used a chart that I had prepared. I had drawn some drawings related to food. Those pictures were useful to explain uncountable food. And also, I used the board to explain some other details. I was always trying to monitor everything and also trying to see if they had understood the topic. 

My last activity was going to be the one which was going to determine my objective. I brought to the class enough flashcards for the students to ask a question to someone else in the class, and this other had to give an answer to the question and also ask someone else a question related to the flashcard on hands. So, they were going to make like a chain of questions and answers. They have to see the flashcard and see if the image was countable or uncountable food. And related to it, they had to make the questions. To sum up, they did it nice. And I was happy because my objective had been reached. So, my class did finish greatly.