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.