Actions class

ACTIONS.

Now, I have the opportunity to share with you my new teaching experience and whole activities I did with the kids in class. This was an amazing experience because it allows me to improve some weaknesses I had in previous class. So by that time, I look for activities helps Ss to get familiar, encounter and internalize the topic. To achieve my goals I made whole class participate in each activity, and they paid attention.

As usually I started with ¨How are you today song¨ to get students sing, and have them practice the target language while singing a song while they were sing I asked them to make body movements which I noticed they enjoyed a lot. I changed my tone voice from slowly to faster to play with them.

As a review of previous class I used name tag activity. I put folded papers with students’ name in front and one picture of family members, vocabulary, clothes or pets inside, I asked each student to pass in front and look for his or her name, then they had to say what it was, while I was doing this activity I noticed all students were able to answered correctly which was amazing because the purpose of this activity was made students remember part of the vocabulary already studied, at the end I motivated them to counts and told me what were each of the flashcards.

PROCESS:

To introduce the topic T used action movement activity presented in a Rota-folio. I told students the action and asked them to repeat it, then I showed students the action and I asked them to do it, too. While I was passing each flashcard I asked them told me what the previous was, I noticed they wanted to be closer to the Rota-folio but I told them to go back because they did not have the proper space to do the action movement. Then as a first practice I did guessing activity. I spread some piece of ribbon on the floor and asked students to run and get a piece of ribbon, so red ribbon had to be one team and yellow ribbon the other, I made two line and the first students in each line were the first participant, and who guessed first got a piece of ribbon as a prize.  I model with one example, and then they went on. I was really surprise because they until remember vocabulary from previous classes, so I can say that in this activity elicit the purpose to help students remember and internalize target language.

As a second practice I did Hula hoops activity, I made two teams, boy vs. girls. I told them that the first of each line had to run, took the hoop and put on the correct cone with the picture, and who did first will got a piece of ribbon as a prize. I noticed they were able to do it which was amazing because the purpose of this activity was to let students internalize vocabulary. And this was my last activity.

Teacher Juan, as a practice put a poster on the wall with the phrase CAN and CAN’T, he motivate students do some action movement. When they were practicing ¨ can ¨ they did a movement very well but with ¨ can’t ¨ he didn’t do well and students understood when they had to use ¨can and can’t¨ because I could hear that one of them said ¨poor bird has the wing broken¨ which was great because it was part of the objective. Then teacher Juan use spinning wheel with some actions pictures, Juan spine the wheel, when it stops the students who was pointing had to practice the vocabulary, said the color and went to put on the wall. 

Juan put a song and motive students to dance making  a movement and when he stopped the song who had the hat had to take a flashcard and said what it was, I rally enjoyed  this activity because all students were dancing and learning, in that way they acquire the language in a unconscious way. As a productive activity Juan introduced a song with action movements, so he was singing while students were doing the actions that the song has, when they were singing I noticed they wouldn’t stop singing and doing actions movements, but the class had to stop, and he in line carried them out and said bye-bye.

Here is the planning we use.

               

Teaching Practicum I “Teaching English to Children”

     Names of the Teachers:  Juan Jose Cañas and Raul Guillermo Montoya Díaz.

     Date:   Friday, October 8^th 2013

     Lesson:  7               

      Topic:  Actions   Vocabulary: Swim, run, jump, fly, climb, eat, drink and drive.

Analysis of the previous lesson. Strengths we had in the first lesson. Teacher Raul: Time Teacher: Use of materials, tone of voice Things we have to improve in this second lesson. Teacher  Raul : Control of Ss, Models activities, use of materials Teacher Juan : Time, Model activities Objective of the lesson: By the end of this lesson, SWBAT to identify and recognize the different action movements. In addition they will be able to distinguish the difference between I can and I can’t while practicing actions, dancing, guessing activities.
Time	Stage	Procedure	Notes
5 10	Warm up	Welcome song! T starts with, How are you today song to help Ss to practice target language. Ss are asked to sing along while T is saying the command. T uses name tag activity to review family members, pets, and vocabulary. Folded paper will be posted on the wall with the name of each S in front. T models the activity first with his name; then, Ss are called one by one to take his or her name, and when S gets his or her name, they are asked What is that? In case S does not know the answer, T will ask the whole class. At the end, as a practice Ss are asked how many are there, and what is this?	Aim of the activity: To have Ss sing. T has them practice the target language while singing a song. Type of learner: A-K, Interaction: Ss and T Materials: none Responsible: Raul Montoya Aim of the activity: To get Ss remember about family member, animals and vocabulary studied in previous class Type of learner: A-K-V Interaction: Ss and T Materials: flashcards, name tags Responsible: Raul Montoya
15	Presentation	To introduce the topic T uses action movement’s activity presented in a Rota-folio. T models whole actions twice, Ss are asked What is this action? T shows each flashcard in the rot folio and asked Ss to do the action together. Next to help Ss internalize, Ss are asked to do the action that T says and who is wrong will be out of the game.	Aim of the activity: To get the students familiar with the action topic through flashcards and movements Type of learner: V-A-K Interaction: Ss and T Materials: Rota- folio, flash cards Responsible: Raul Montoya
15	Practice	Practice I: Guessing activity. T uses two different colors (yellow and red) to create two, team Ss are asked to run and take one piece of ribbon.  The yellow team will be in a yellow line, and so the red team. T uses action flashcards, Ss are asked to guess, T models one example. Then the first Ss in each line who guesses first wins a star for his team	Aim of the activity: Encounter and remember target vocabulary Type of learner: V-A-K Interaction: Ss and T Materials: flash cards, a bag Responsible: Raul Montoya
15		Hula hoops activity, T uses two hoops on the floor, and also eight cones with flashcards, T creates two teams, yellow and red. Ss in front of each line are asked to take the hula hoop and run to put on cone with the correct flashcards T says, and S who choose the correct picture gets a point, T model one example.	Aim of the activity: help Ss to internalize and remember vocabulary Type of learner: V-A Interaction: T and Ss Materials: hoops, Flash cards, and cones Responsible: Raul Montoya
10		Teacher will make use of the grammar topic Can and Can’t using pictures of some of the activities in which students will recognize if the person in the picture can or can’t do some of the actions of the vocabulary trough actions that will be modeling for the teacher the students will make a semi-circle and we are going to have some presentation, the students will make a semi-circle and we are going to have some interaction I show them the action and will tell if the person can or can’t do the action..	Aim of the activity: to help students internalize vocabulary actions. Type of learner: V-A-K Interaction: students- teacher Materials: projector-laptop. Responsible: Juan Escobar
25		Activity 1: the students will be in a semi-circle to practice the vocabulary the students will spell every single word of the vocabulary that will be about action and the student will describe the clothing items that people in the picture re wearing, also the students will count how many letters the words have and the students will tell me what color is into the word this activity will be used with the game of the spinning wheel but in this case the spinning wheel will be on the floor. The teacher will spin the wheel. When it stops the students it is pointing to has to practice the vocabulary. Activity 2: in the same semi-circle the students will match the words of the action with the pictures in posters that student will do during the activity. To do this activity we are going to play who has the hat to choose the student that is going to match the word with the picture	Aim of the activity: help students to internalize and remember vocabulary, also to help student to get familiar with the grammar structure “can and can’t” Type of learner: V-A Interaction: Teacher- Students Materials: Flash cards poster spinning wheel. Responsible: Juan Escobar
15		Activity 3: Finally the teachers will introduce a new song about actions the song will be modeling and explaining step by step many times, at the end of the song I will show to the students the video to sing with the whole group.	Aim of the activity: to help students internalize vocabulary actions. Type of learner: V-A-K Interaction: students- teacher Materials: projector laptop speaker’s radio. Responsable: Juan escobar
Assignments  and announcements: