My Pets

         

MY PETS

Hello, everyone

This time I'll tell you about my experience with children. The things that I did well and what I have to improve for the next class.

Teacher Juan and I started with a song called How are you today, this to help kids get into action with all the activities we were going to do in the class, all students were motivated singing the song, but our fellow told us that children rarely practice it or that they had allowed the children to sing and do the motions themselves, so I'll take it into account for the next time.

Then teacher Juan presented the topic with a PowerPoint presentation about pets, he started to ask what this is? Showing them a picture, so that the children responded that it was ... and he did so with all the images related to the vocabulary

As a first practice the teacher Juan played the hot potato to find a volunteer to do an activity, so when someone got the potato when the music stop, this person had to pass and chose the correct picture that the teacher asked for. These activities worked well because the students understood the directions and were able to do it.

It was my turn; I started with them asking them. I like cats, dogs, turtles, and when they said Yes, they had to move to a place where he had put a poster with the phrase Yes, I do, on the other hand children who say no, they had to move to the other poster that said No, I do not. At the beginning of this activity I noticed that they did not understand, so I got nervous and adapt the activity had not as planned, at the end my colleagues told me I had to model more activities for children to understand me.

In the next activity I played with the children Sharks are coming. I told them they had to answer those who, when I tell them Sharks are coming, at the beginning I noticed That the activity did not work well so I adapt and I Asked I need group of 3, 4, or more students, and by the time it worked well, then When They were in group I gave them a handout with the vocabulary words and a matching activity. Firstly, I gave them a set of vocabulary Pictures That they did not see to put in the correct vocabulary word, I was modeling each of them, When They Already had finish I told them to do the filling in the blank activity, but I noticed That some Already have of them do it, and I this was not in my plans, but I did With The students who did not do yet. The purpose of this activity was recognized that the vocabulary words students through pictures, and the filling in the blanks activity; at the end they were able to do it.

Here is the planning that we use in the class

Teaching Practicum I “Teaching English to Children”

Names of the Teachers:  Juan Jose Cañas and Raul Guillermo Montoya Díaz.   Date:   Friday, October 4^th 2012

     

Lesson:  4                  Topic:  My pet        Vocabulary: Cat, dog, snake, rabbit, turtle, bird.

Objective of the lesson: By the end of this lesson, SWBAT to recognize and name of different pets. In addition, they will be able to distinguish the difference between Yes, I do and No, I don’t while hearing and watching some flash cards.
Time	Stage	Procedure	Notes
10-11¨	Welcome Song Warm up	I will set up the song so the students can once again sing along with both teachers. Children stand up in a semi-circle and I give them the directions to follow.	Aim of the activity:To get the students sing. This will be important to remind them that they are welcomed to the class. Type of learner:A-K Interaction: students- teacher Materials:none Responsible:Juan Escobar  and Raul Montoya
15¨	Presentation	Introduce my topic “Pets” by showing them some pictures in order to elicit some vocabulary example: dog, cat, snake etc. I will show them the picture and will say to them the name of each animal, after that the students will listen and repeat the vocabulary three times. In this activity to introduce the topic the teacher will make a review of the alphabet spelling some words of the vocabulary and also some review of the numbers for example asking, how many letters the word cat has? The student will say three. Later I will show them a power point presentation in which there are some pets from the vocabulary, the teacher will use the pictures of the animals to practice the vocabulary, and the students will listen and repeat the name of each animal.	Aim of the activity: Encounter and remember target vocabulary Type of learner:V-A Interaction:students- teacher Materials:paper with a picture, projector, laptop, speakers, USB. Responsible: Juan Escobar
10¨	Practice	To practice the student will sit down on the floor and we are going to play HOT POTATOE A ball has to pass around in the table will be different names of animals and in front of the class some pictures of the pets, the student in the game has to pick up the name of the animal and he or she has to match the name with the picture. I would ask to the rest of the group to say the name of animal for practice and to help the student to match the word with the right picture.
10¨ 15¨ 15¨		Activity 1:  Ask to the students to seat on the floor making a circle, and then, the teacher will show a wrong flash card and ask to the students. ¨Is this a cat¨, no, they will answer, ¨this is a dog¨, and the teacher will do with all the flash card of vocabulary. Activity 2: The teacher will say stand up—[pause [--- Do you like CATS, DOGS. ü  Then, the teacher will say, the students who say YES have to move to a place where  say  ¨YES, I DO¨ ü  Then, the teacher will say, the students who say NO have to move to a place where say  ¨NO, I DON’T¨  the teacher will show to the student who are in the YES, I DO place a picture and ask them ¨Do you like¨ just to be sure if they understood, the teacher will do the same with the other group Activity 3:   Step 1:   In order to practice vocabulary I will use the activity: sharks are coming* (I will model saying: sharks are coming showing a picture with sharks, then kids have to say ¨how many¨, so I will say the number, for example: 2, 3, 4) to make groups, and when someone get out I will see a picture and I will ask ¨what is this¨, the kid will say ¨¨cat, dog, etc¨, also what color is this: red, blue, black, etc. Do you have a cat?	Aim of the activity: help students to internalize and remember vocabulary, also to help student to get familiar with the grammar structure “do you have (name of the pet)… yes, I do… No, I don’t ” Type of learner: V-A Interaction: Teacher- Students Materials: Flash cards Responsible: Raul Montoya
15¨		The teacher will give to each student a handout where they have to glue all the pets. The handout will have the name of the animal and the space to glue the pet picture. The teacher will model with one handout at the same time.  Then the teacher will say go to page 2 and tell me what animal we have there, ask some students to make sure if they understood the lesson  We will set up the song so the students can once again sing along with both teachers	Aim of the activity: to help students internalize vocabulary pets. Type of learner: V-A-K Interaction: students- teacher Materials: Handout, and flash cards Responsable: Raúl Montoya
Assignments  and announcements: *If the teacher notice that students don´t understand the game, the teacher just have to tell them ¨I need group of 2,3, or 4, so on¨

                         

Sharks are coming activity

Children working in the handout about pets

Children working the filling in the blanks activity

My Family

MY FAMILY

Names of the Teachers: Ingrid Girón& Mercy Márquez Date: September, Friday 27 ^th 2013.

Lesson: 3                                                                                         

Vocabulary: Father, mother, sister, brother, grandfather, grandmother.

Grammar:   Who’s this? It’s. Is that your…. Yes, it is. No it’s not.

This was an interest and fanny class about the family because I could see that all the children enjoyed a lot and also they wanted to participated in the class, so I will tell you about the well developed activities that the teacher’s Ingrid and Mercy did.

As used to do, they started with a Song to get students sings, and help them to know that they are welcomed to the class.

Warm-up: in this part the teacher Mercy said some vocabulary words that were use in a class before, for example they said ¨CAR, BALL¨ and the students did an action.

PRESENTATION: 

Family members

Here the teacher Mercy showed family´s power point presentations that have the family members and she asked to the students. ¨What is this? ¨ --¨Is this Mother?¨ and the students answered ¨Yes, it is¨ or ¨Not it not¨, then she ask to the students the color's clothes of each family member, so it was nice because I noticed that all of them participated.

In my opinion, I will use this activity in the way that the teacher Mercy did because it helped students to practice vocabulary and also get familiar with the grammar part,  ¨What is this?¨  ¨Is this a Mother?¨  and ¨Yes, it is¨ or ¨Not it not¨. Furthermore, I liked the idea that she used of include previous topic as a review, and I noticed that it worked well.

PRACTICE:

Set of 6 pictures of family members

1. Here the teacher Mercy makes groups and give each students a set of 6 pictures of family members, then she said show me your brother and the students showed her the brother´s picture, and so on with all of them. I noticed that they were able to identify each family member because when the teacher asked for them the students showed to her.

Crossword soup activity

2. Crossword soup activity. Here the teacher Ingrid put a crossword soup poster on the board where the students had to take turns in order to find the words. So the teacher Ingrid called one by one to cross a word, and something that caught my attention was that even with the difficulties that activity had they were able to find all the words, in part this was due to the fact that she gave them a good directions and the proper way that she modeled the activity.

Puppets material

4. Puppets activity. Here the teacher give each student a kit of the prompts which the students had to create all the family members, for example:  mother, father, brother, so on, the teacher said show me your father, then she ask, what color is his hair?, how many member have in your family, in order to know if they remember the colors and numbers.

Jefferson is decorating his puppet

Here you can see Jefferson proud showing his puppet decoration

In this picture you can see to Michelle proud showing her puppet and also her mustache.

Here Alison Daniela was decorating her puppet very well, when she was finish, she called the teacher and she told her ¨my sister¨-- Oh! She is your sister the teacher, said, --- very good job, Alison, the teacher, added.

In my opinion, the teacher Mercy and Ingrid did a great job because they were able to handle the group of students so well, and when they noticed that a child was distracted, they knew how to incorporate the activity being undertaken. 

MY CASE OF STUDY

In this class I could see that Allison was very attentive to what the teacher was saying, when the teacher started with the song, she was singing and doing all the movements of the song, then, when the teacher presented the subject, she looked excited due to the fact that when the teacher told them to repeat the vocabulary she did, the same happened when they were working in groups, When it came his turn to show the image that the teacher asked she did with no problem. Moreover, when they were working individually decorating a puppet, she was doing well, so when she had already finished the first she showed it to the teacher, what the teacher asked. Who is she? And Alisson replied, my mom, very good job, the teacher said.

At home

AT HOME

Names of the Teachers:Gisselt, Cristela, Monica Date: September, Friday 20 ^th 2013.

Lesson 2                

Vocabulary: Doll, car, teddy bear, bed, table.

Grammar:  Where is the … It’s on, under, in, behind (4 prepositions of place)

The teacher did a great job because they were able to do all the activities, controlled the children; on the other hand, this was an interesting class because the pictures presented by the teachers were good and well created, so I am going to tell you about the activities,  and the way teacher developed each activity tat they did.

WARM-UP: 

they started with a video song called ¨hello¨ to welcome the students, I noticed that the students enjoyed the song because they were dancing and singing; however I think would be appropriate to practice more in order to know the lyrics, and they could enjoy a little more.

PRESENTATON: 

Gisselt started the class presented the topic with a power point presentation with the vocabulary about the home, the presentation was well design, and I like the way the she presented because she first presented the picture and asked What is this?, the students said the word, then she presented the word in the same lash.

PRACTICE:

As  first practice the teacher Gisselt gave each student a box and a pencil or pen to do the activity(this activity was about the prepositions of place: on, under, in, behind ), then the teacher put the pencil ON the box and said, the pencil is on the box, so she did for all the prepositions, at the end of that activity the teacher asked Where is the pencil and they had to answer. 

It works so well, despite the difficulties that the activity had. When the teacher noticed that some of them did the action in the wrong way she corrected them. Then she gave them a ball and she told them direct questions that was Put the ball IN, ON, etc. This helped them to internalize the prepositions, at the end they were able to recognize the prepopositions and do by them own.

In the second practice the teacher Cristela was the responsible, she told them a Tale and when they head a vocabulary words they had to move to the picture that represented the words which was on the floor.

Then, in the third practice the teacher Monika did an activity in which students were given a sheet of paper with a drawing of a room. This room contained elements of the vocabulary of the classroom, like ruler, book, toys, so on, then the teacher asked Where is the doll?, the students had to put the object in the place that the teacher mentioned

MY CASE OF STUDY

Following the sequence of my case study in this class I could see that Alisson did everything that teachers indicated, when the teacher was saying repeat,she did, at first she looked a little shy but while the class was going on, she was clutching confidence. When the teacher did boxes activity, she took his pencil and started to put it where the teacher was saying, but when the teacher gave directions to do alone, I could see that she looked to other peers to see if he had done good.

This is because she does not have a highly developed input yet, due to the fact that these are her first classes in English. On the other hand, when the teacher did an short overview of the vocabulary from the previous class she responded without any problem, this means that she will internalize the vocabulary. On the way home, I was asking her, what she had seen in class and she responded in Spanish that she had seen ¨ La Casa¨  and I asked her, what was the vocabulary?, to which she replied, bed, table, car, that she has said those words mean she internalize the vocabulary seen in class.

Welcome to the Classroom

WELCOME TO THE CLASSROOM

Names of the Teachers: LUIS AND GLORIA  Date: September, Friday 13 ^th, 2013.

Lesson 1                

Vocabulary: Bag, book, pen, pencil, ruler, eraser.

Grammar:  There is and there are.

The teacher Luis started with the class, so he started talking them in English, and I noticed that they was a little confused because some of them have never been in a English class and the other who have a input were shy; however, when the class was continue the children were feeling confidence, this was due to the fact that Luis presented a very good materials which help him to develop the class because the students were able to recognize the vocabulary when they saw the picture and internalize when the teacher said repeat after me.

PRESENTATION: 

Here Luis presented the vocabulary using pictures related with the classroom objects, then he told them to repeat the words and asked them what is this to know if they remembered the vocabulary words that were Pencil, Eraser, Book, Ruler, etc.

PRACTICE: 

Here Luis did a matching activity, where the students have the vocabulary words and then they had to put under the appropriate picture, this activity worked well because Luis first modeled, so the students understood what they had to do.

On the other hand, the teacher Gloria worked with the alphabet as a second practice, so when she started se projected a good energy, then she noticed that her first activity was not working well she immediately adapted and continue with the class.

Despite the problems that teachers had this class was well done because the activities were appropriate to the kids and they were very motivated to continue doing more activities. Furthermore, some of them have an input in English, and that is so interesting because they can practice in order to improve it. Those activities I am sure that help the students to improve their skills in English.

MY CASE OF STUDY: ALISSON DANIELA MARTINEZ

Well,  I noticed that Alisson was afraid to participate might be because was her first class in English, but while continue the class she was getting confidence, so I noticed she at least repeat the words, then when the teacher put them to work in group, she worked well with the other child this is due to the fact that she enjoys to works in groups, she likes to participate with other, make a job together; when she was in the group she tried to make some friends which helped her to feel comfortable in the whole class.

DIAGNOSTIC CLASS

DIAGNOSTIC CLASS

This week we had the first contact with the kids, and was amazing because they enjoyed all the activities that we had prepared for them. During the activities I could see that they were able to do many things that are appropriate to the age that each of them.

The kids that appear in this pictures* belong to the target of Early childhood  and Middle Childhood, and my classmate and I have chose a case of study, it mean that we are going to study one kid in the way that he or she behave and  what he or she is able to do according to some theories that Vygostsky and Piaget presented; furthermore, we are going to measure how well they are goin to develop their English skills doing activities apropriate to them.

My case of study is Allison Daniela Martinez, who is 7 years old and she is in Second grade of the Elementary School. She is a girl who enjoy to learn new things, go out, and spend time playing with other kids after school.

In this picture she is writing her name 

Here she is bursting a balloon as part of an activity

*All children featured in these images are part of a group of children in study at the University inpartida Don Bosco, by a group of students of Teaching Practicum I