Week 2_September 20th

Topic: At Home

Teachers: Gisselt, Cristela, Mónica

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

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

As part of the review: The numbers (from 1-20), the alphabet, 9 colors, classroom items

Lesson Plan: 

Objective of the lesson:

   By the end of the lesson,  SWBAT identify where some home objects are such as, doll, car, teddy bear, bed, and table using four prepositions of place (it’s on, under, in and behind) through many activities like: matching, drawing, answering questions and guided games, by the end of a ninety-minute lesson.. 
Warm up
Time: 10 minutes
The students will be greeted and asked “how are you today”. After listening to the students’ responses, they will be presented with a song called “how are you today”. Kids will listen to it two or three times. Then they will be required to sing the song without the music. Once the Sts show acquisition of the song they will sing it with the music one last time.

Aim of the activity: to break up the ice, and to clarify the question “how are you today” and how to answer to it.

Type of learner: auditory.

 Materials: projector, computer, and speakers

Responsible: Gisselt Romero

Presentation
Time: 10 minutes
The students will be presented with a power presentation in which they will see things that everyone has at home. For example, dolls, TVs, teddy bears, etc. First, the teacher will point out to an specific object and will ask the students whether they know the corresponding word in English for that item, if they know it, the teacher will just correct some mispronunciations that may occur, and if they do not know the word; the teacher will say the word and will make the students repeat it. This repetition of words will be done three or four times. Then, the teacher will just point out to the things without saying the name so that the students can name the items without the teacher’s help. Finally, the teacher will point out whether the items

Aim of the activity:  to encounter the target vocabulary.

Type of learner: visual.

 Materials: projector and computer

Responsible: Gisselt Romero

Practice 1.
Time: 10 minutes
The students will be presented with a chart in which the four prepositions will be written, and also it will contain some draws that represent every preposition. The teacher will explain the chart so that Sts can clarify the idea of prepositions already presented in the previous activity. Then, the students will be asked to stand up and take a pen or pencil and the teacher will distribute a little box to each kid. Next, the Sts will be asked to do as the teacher says. For example: the pen is on the box, and the students will have to put the pen on their boxes, then the teacher may say; the pen is under the box and the students will have to move the pen and put it under the boxes, and so on. This game will be done two or three times per prepositions with the chart still on on the board so that the Sts can be guided by it. Then, once the students show domain of the prepositions, the chart will be removed and they will have to perform the game without looking at the chart.

Aim of the activity: to clarify the target vocabulary already presented.

Type of learner: visual and kinesthetic.

 Materials: chart, boxes, pencils or pens.

Responsible: Gisselt Romero

Practice 2.
Time: 5 minutes
All the students will be asked to stand up. They will be given a piece of folded paper with a picture of an object studied in the class. The students will have to open the paper in order to know which draw they have in it. The papers will have for example: a pen, a teddy bear, etc. students will have to look for the classmates that have the same pictures to make groups. This activity will make groups of three.

Aim of the activity: To internalize the four prepositions already presented and to practice the colors.

Type of learner: tactile

 Materials: worksheets, little balls of color, and glue

Responsible: Cristela Navarro

Practice 3.

Time: 10 minutes

Each student will be given a worksheet in which they will have some pictures representing the four prepositions of place in matter, then, the teacher will hand out some spitballs with specific colors. Next, the teacher will say for example, fill the draw representing an object UNDER the box with the green spitballs, and the student will use the spitballs of the same color to fill that draw, then the teacher may say, use the red spitballs to fill the draw with the object IN the box, and so on, until filling the four pictures. Every picture should be filled with different spitballs colors.

Aim of the activity:  to practice the vocabulary studied, matching the objects and making groups.

Type of learner: visual

 Materials: pictures and scotch tape

Responsible: Cristela Navarro

Practice 4.

Time: 15 minutes

The students will be asked to stand up and make a line. On the floor will be four lines in which at the top will have a drawing of the four prepositions of place studied during the class. The teacher will be standing up in front of the students, and she will tell a story. Every time the students listen to a sentence that has a preposition like: “THE CAT IS ON THE TABLE” each student should move to the line that represents the preposition” on”, and so on in this way, until the teacher finishes the story.

Aim of the activity: to recognize the target vocabulary in context

Type of learner: auditory and kinesthetic

 Materials: a big chart

Responsible: Cristela Navarro 

Practice 5.

Time: 5 minutes

The teacher has Ss stand up and make a circle. They will select a little card that will be faced down. The cards will contain letters from the alphabet. The students will have to move to the letters they got which will be pasted on the floor. (five letters will pasted on the floor in a separately way from each other) Then, T asks Ss to sit down in the corresponding letter to work on the next task. This activity will create groups of three.

Aim of the activity: To have students remember the letters of the alphabet seen in the previous class.

Type of learner: visual and kinesthetic

Materials: Alphabet into cards, Alphabet on the floor 

Responsible: Mónica Ponce

Practice 6.

Time: 10 minutes

T provides a worksheet to look at it. First, they will look at the picture to pay attention where the toys and classroom items are. Then, the teacher will Invite one or two volunteers to name one of the objects that are presented in the picture. Next, the T shows the initial question “Where is the…?” For example, “the pen”. T will paste the picture of a pen on the board, and repeats the question with a clear intonation: “Where is the pen?” to show that it is a question and she is waiting for an answer, then the teacher will ask to another student, “where is the book?” Notice that the student will probably know but they do not know how to say the answer in English. Elicit his/her answer (Use L1 if it is necessary). Let them know that we can say “It is + the preposition of place+ table, bed, etc” by using a chart. Now, T models that the book is (on, under, behind) the (bed). Finally, the teacher will encourage many students to answer. Do the same above twice with a different S from different groups. T monitors around them.

Aim of the activity: To use at least three of the preposition of place to localize where the things are.

Type of learner: visual, and auditory

Materials: worksheet, paper (in colors), board, cards 

Responsible: Mónica Ponce

Practice 7.

Time: 10 minutes

T asks Ss to stand up to select a number from 1 to 20 to discover what color is at the back. They will quickly say to the teacher what color is in order to select the correct circle to be pasted on the floor in line. They will stand in two lines (the orange team and the green team). T will say a sentence, for, example, the doll is on the bed, the first S that is in front of the lines will be ready to take the doll and run to the correct place to place it, in order to get points. In teams, they will take quickly a toy that will be on the floor to put them in the correct places. After their participation Ss will go to the back of their corresponding teams. T checks every work that they have performed.

Aim of the activity: To elicit whether the vocabulary and the target grammar has been acquired.

Type of learner: kinesthetic

Materials: cards. Toys on the floor.

Responsible: Mónica Ponce

Practice 8.

Time: 5 minutes

Invite Ss to name the letters of the alphabet that will be shown by the teacher. T shows them some cards which contains the alphabet to encourage them to call the letter they see. T invites Ss to go through the letter that the Teacher will mention. Have them stand in groups where the alphabet is to sing the goodbye song..

Aim of the activity: To wrap up the alphabet and recognize that it is time to say good bye.

Type of learner: Auditory

Materials: cards with the alphabet.

Responsible: Mónica Ponce

Arrangement of the classroom

We wanted to put up the decoration related to the topic. And it worked.

We as a team worked in visual aims.
First, Power Point presentation; choral repetition. Second, auditive and kinesthetic approach by telling a story. Third; auditive, visual, and kinesthetic approach by recognizing the vocabulary and target language.

Class Observation

The class was introduced by a song: "How are you today!"
Lyric:

Hello, hello

how are you today?

I'm happy, happy, happy.

Hello, hello

how are you today?

I'm sad, sad, sad.

Hello, hello

how are you today?

I'm hungry, hungry, hungry.

In this opportunity, I could observe that Nicole had a little change. It should be noted that her movements showed were involved with all the requirements. Even she did not probably understood what was asked or what was said by the teacher, she could be part of the group this time. 

First activity: Encountering the target language.

This first acitivity worked a lot. Student could practice not only vocabulary they probably knew but also encounter knew vocabulary of toys. Something that I liked the most, was the reinforcing of the mispronunciation that occured. Nicole, was part of this task in a 100%; because she could answer what teacher asked by showing a slide of the presentation. The picture was "ball". In the same presentation, students could name the items without the teacher's interference.

Second activity: Clarifying the target language.

Some preposition were presented
in a chart. It helps learners to recognize where the items were. 

Teacher gave a box for each of them, in which they had the chance to practice what had been taught. In this opportunity, Nicole could not reach the teacher's expectation; because she did not put the pencil in the place the teacher had asked. By the way, with the help of the teacher (modeling), she could clarify the meaning of "on".

Third activity: Internalizing the toys by using pictures.

This activity worked with the help that teacher provided by modeling what it supposed they had to do (make thrios).


Fourth activity: Practicing vocabulary by using spitballs.

All of the students could achieve the goal of this activity. For instance, Nicole, although, was looking what her classmates were doing; she could do it. 

Fifth activity: recognizing the target language.

At this time, Nicole and the rest of the group were involved in this activity; and it help students to have a participatory class successfully.

Some of them could recognize the preposition by listening into the story, but the others just followed the rest of the group. Nicole was one of the group that just was following what her classmates were doing.

Sixth activity: Remembering the alphabet by looking at the letters in cards.

Seventh activity: Using the target language to identify where the items are.

Students could hardly use the preposition by themselves, but they used in a way teacher helped them. But, something interesting happened; students showed the knowledge they had acquired from the previous classes, colors, and classroom items.
Finally, after the encouragement that the teacher had done, students could use the preposition to say where  the items were.

Eighth activity: reinforcing the target language by using them in an authentic task.

At this time, students could hardly put in practice all what they had learned in the class. This practice was interesting because they use the target language with real objects and context. 

They were instructed to perform this task. I could observe the work in group; they helped each others to put the toys and classroom items in the corresponding place. 

They could successfully achieve the goal of the class because when the teacher asked to mimic the prepositions, they could do it.

The class finished with a song to let students know that was time to say good bye.

Good bye song!

Up, and down

Turn around

Touch the sky and touch the ground

Paw your belly

Blind your eyes

Blow a kiss and say good bye!

They finally got a reward beacuse all of them had participated in all the tasks.