Week 15_November 8th

Topic: Actions

Teachers: Raúl & Juan José

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

Grammar: I can / can't , She can / can't , He can / can't , it can / can't.

As part of the review: Animals, family members, alphabet.


Warm Up Stage and Presentation of the topic by Raúl.

Although the voice was not enough projected at the very beginning of the class, the initial song was well-directed. 

After having this short warm-up, there was other activity in which they had the opportunity to review what they have learnt during this eight classes. Every single student could recognize their names in the sheet of paper pasted on the board. I really love the moment when the teacher stopped the class in order to reward students after finishing every activity. Also, I could observe that the instructions were well-managed by modeling them. That was cool! 

In this opportunity, I could observe that Nicole could not say the simple letter "D" by herself. When I asked her why she did not say the letter, she answered that she did not remember what letter was. I started being worried, because all what she had improved till now, was failed. I started looking for the reason, but my lookup also failed. The only reason that I found behind interviewing other coworkers was, "learning a second language is a process that has been taught constantly, if not, the process will fail, all what have been achieved could also failed." True or not, the fact is that she has not been engaged in most of the activities although I have talked with her in a different environment out of the classroom and she shows being intimidating by the rest of her classmates without any reason. I would like to have other deep reasons for this specific case, I will continue looking for.

After counting the 17 pictures, the topic was spelled in order to encounter them with the topic. Then, the actions were presented to the class in a flipchart when the students were in a closed circle. This was great, because students had the opportunity to do the actions, the ones that were act out by the teacher. One technique that I like the most was, when the teacher recalled the previous ones. Following with the next task, I could observe that this previous one had a positive effect on children, although they were not in a controlled semi-circle. Most of them could successfully respond to teacher's mimics. They should have guessed the actions that T did, and finally they did a great job.

I could observe that Nicole did the actions although her voice was not enough projected. Let's see the following video:

The next activity permitted students to put in practice their recent knowledge and ability to see quickly a picture and say the action, let's see the video:

Consequently, the attitud and interest on learning by students were increasing while they were engaged in the game. The next activity permitted students to be motivated; this went further than playing, they were learning.

Something that I could observe during this task, the lines were not properly aligned. One group was in disadvantage because was far of the place where the cones were.

Nearly to the last participation of the teacher; it was interesting to see how they were performing the activities, their attitud was under an active scheme all the time. 

Practice of the topic by Juan.

Something that catched the attention on students was the voice, the voice was so projected that the students did not get lost. They were interested in knowing what would be the next activity. Fortunately, what was expected for them, came true. They were asked to remember the topic. Furthermore, the arrangement and the space were well-controled. 

The actions were clarified and internalized under a TPR approach, let's see what happened at this time:

After this activity, they could take a deep breath because the previous activity was with a high rythm. The actions were spelled and represented by movements slowly.

Therefore, it was time to inductively make them produce the language by following the structure "can" followed by the action verb.

Let's see this video to see how students reinforced the actions and the colors:

Nearly the last activity, they were invited to play a kind of "Hot Hat" whose goal probably was to reinforced the vocabulary and to activate the spelling process, let's see the video:

Finally, a sticky song was sung by almost all of them: 

What can you do?

How about you?
What can you do?
Fly, I can fly
Fly, I can fly
Fly, fly, fly, fly, fly
I can fly.