Week 16_November 15th

Topic: Food and Drink

Teachers: Ingrid & Mercy

Vocabulary: Donut, vegetables, candy, soda, water, fruit, cereal, hamburger, pizza.

Grammar: Is it good for you? Is it bad for you? Yes, it is. No, it isn't.

As part of the review: Numbers, colors, alphabet.


Warm Up Stage and Presentation of the topic by Ingrid.

The class started with the same song but with different movements. It was great to see how students have learned this song. The implementation of movements made them be active during this performance.

The next activity was pretty interesting. They got engaged in the activity with the activity. This was based on taking out some that cards that were numbered; then, they had to open it in order to see either actions or days of the week to spell them. Although the instructions were extended, most of them could performed; however, Nicole could not answer. I think it was because, how I have mentioned before, she is shy and she is not good at performing a task in participatory class.

After this interesting warm-up; teacher presented the topic which was the food & drinks by introducing a new friend, whose name is Totty, and showing some pictures. I really liked the technique that teacher used; the repetition of the vocabulary by a new member into the group permited them to reach the objective of this task in an inductive way. I could observe they were encountered with the topic. Some words they already knew, such as: soda, and pizza among others. It was curious how the teacher activated the recognition of other words in order to be included in their lexicon by repeting the words and asking them.

Let's see the following video to relive that moment:

To encounter the target language, T showed two charts in which they had to identify the surprise food/drink to say either the food or drink is good or bad for our health. Let's see how students enjoy this task:

In this opportunity, Nicole could perform the activity even she did not give any response. Let's see:

Practice of the topic by Aby.

T asked them to make a circle in order to solve the puzzle.

After they solved the puzzle, they got in circle again to say either the food T showed was good or bad. I would have liked instead of making another circle; why did not stand in lines, every child could take the hand that showed likes and dislikes, or do different movements at the time T presented the images. However, they  could perform the next task which was "select the good and bad food". Students remembered and could recognize the good and bad food; consequently, they could paste them in the correct side in the disposable plate.

At this moment, Nicole was required to give a response but she did not say neither the food nor good or bad food.

In the middle of this activity I could observe the use of Spanish in the class, when the T said, "guarden esto". It would had been better to mimic and act out the action that say the instruction without using any body language. That is what I perceived.

By the way, when they finish of doing this task, they continued with the last activity. They were distributed to be in groups in order to write the missing letter. This was hardly performed by them because not all of them knew perfectly the missing letters, not even the spelling of the words; although the older students could solve them. Not all the students participated in this activity because there was just one card and one pencil; however, they could at least recognize the word.

Something that I like the most was that the final activity was going to reuse the same material. Students had to take this sheet of paper to do the next activity. They were going to go to the supermarket stage and took the food or drinks that were in the list and said by the leader of each group. Finally they checked together the food that they had selected before.