Topic: My Body
Vocabulary: Mouth, nose, tooth, teeth, eyes, ears, hands, feet, foot
Grammar: Do you have a ... Yes, I do. No, I don't
As part of the review: Any of the previous topics.
Arrangement of the class:
The beginning of the class was amazing!
I liked the way how the "how are you today?" song was reinforced. They had enough chance to perform the song with new movements.
Task 1.
The reviewing part of the previous target language: Colors, numbers, alphabet, and family members.
All this were involved in a dynamic activity.
See the following in order to observe how students performed this activity.
Task 2.
Presenting the target of the language
The control of the class is observed in the following video. I really liked how the vocabulary was presenting and at the same time teacher was encouraging student to identifing the parts of the body by looking at the picture, listening how she was calling the parts of it and touching them themselves.
See the following video:
Task 3.
Practicing the target language by matching or joining the word and the part of the body.
Although there are some students that probably do not read well, the teacher mentioned the part of the body that had been chosen in a first time.
Nicole, by the contrary, she could recognize what was the part of the body she had chosen when the teacher asked her.
video 00031
Task 4.
Internalyzing the grammar
The goal of this activity was successfully achieved because all them could recognize what was asked without using an explicit way of teaching grammar.
Although all of the students could participate, some of them got confused because the pictures that were in the cards showed a quantity different that was espected to be listened by the teacher. For instance, Nicole has a card in which there were three eyes. Teacher asked Nicole if she has three eyes, even if the card showed three eyes, the expected answer was about Nicole not about the card. That was little tricky activity. Let's see what happened during this time.
video 00033
Task 5.
Internalyzing the body parts and reviewing the numbers and family members
In here, I could observe how the connectiveness that Nicole had achieved broked down; because the she felt the pression of the environment. The anxiety of feeling observed by everyone and felt that if she said a wrong word, she could be pointed at. Let's see the following video:
video 00035
video 00036
Task 6.
Practicing the body parts, reviewing the preposition and some colors.
This "Simon (monkey) says" activity could be well-performed if all of the student had performed the activity. The idea was great if the students took the control of the task, but it was no if just some of them had the opportunity to perform the activity. Let's see how students were performing the activity.
video 00037
Task 7.
Internalizing the body parts
This activity took a right way into the performed class because all the student got involved. They sang the song in a funny way.
Task 8.
Time to say good by!
Something that I consider to mention is that this class was well-controled because of the quantity of the students. They were 10 student.
A small group is always recommended for teaching ESL in a non-native context.
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