Ingrid & Mercy's second class

November 15^th, 2013

Teachers: Ingrid and Mercy

Topic: Food and drinks

Vocabulary: Donuts, vegetables, candy, soda, water, fruit, cereal, hamburger, pizza

Grammar: Is it good for you? Is it bad for you? Yes, it is. No, it is not.

Review: Numbers, colors, alphabet.

 

As it has to be, our second teaching time arrived, and this time we had to improve our teaching way, so we do all what it was in our hands to overcome any problem that could be presented while our teaching time. Since it was our second time, we could not avoid everything. However, we tried to do our best.

 

One more time, I will not focus on Darlyn, my case of study, because she was not in the class.

 

We began the class by singing the “how are you” song which children have already internalized, so we did not have problem with it when singing it.

 

This time, Ingrid was in charge of starting the class. She started doing the warm up activity. This activity was very well done because it was not only for students could start by doing something enjoyable but also for they could review some vocabulary that they had studied in previous classes. Also, because all students had the chance to participate, demonstrate and share their knowledge by helping each other.

 

Presentation

She presented the topic in a very creative and interesting way due to the fact that she did it through using one of the techniques that Luis taught us in the workshop day, it was the puppet’s technique. This was an amazing idea because with it she could get all students’ attention, and they showed interest during the whole stage. Also, this technique helped a lot because she not only got students’ attention but also children were able to encounter and clarify the target language in a very attractive and effective way. In my personal opinion I liked how Ingrid carried out this stage because she tried to do her best even when he had a sore throat, so she did a very good job.

 

Practice

Next, she carried out the first practice. It was about using a secret box that contained in it food and drinks items. In this practice, every student had to get out an item and put it in the right circle. It was nice because the materials were very attractive and they were hidden, so they did not what item they were going to choose. Through this practice they could practice vocabulary and

learn which items are healthy and which ones are unhealthy for them. I could see that all children liked this activity because all of them wanted to participate, and by doing so is how they not only get involved in the tasks but also they learn what they do. Maybe something that could be improved in the activity was students’ arrangement because they were too close, so they had not enough space to walk on. However, besides of that everything was perfect. Also, because Ingrid made all of them could participate. 

 

Then, it was my time to teach. I continue the practice stage by asking them to make a puzzle. At this stage, children are able to use their cognitive skills. Even though all of them are able to use these abilities, not all of them could do it in the same speed because some of them are beginning the stage and other are almost at the end of it, so what I did in order that those younger students

were not in disadvantage is that I made the pairs by choosing a younger with an older or two in an average level. In this way, every pair could have at the same cognitive level. I think this activity helped not only to ask students to use cognitive skills but also to practice vocabulary because once every pair finished I went with them and I asked them what the picture was and if it was good or bad for them, and they did a great job because all of them worked on it, and all answered the questions. However, in this activity I had some problems because the idea was to ask them and everybody could listen to each other. However, I got close with every pair for asking them because they were getting distracted, so at the end, I just could ask about two puzzles because the rest of students had got the pieces back, and I could not do what I had in mind.

 

Another activity that I asked students to do was about using disposable plates. Every student had a disposable plate, and every disposable plate had two sides one for pasting good items and the other for pasting bad items, I just modeled how to start, and they continued. At this stage children are able to use their fine motor

skills, so everybody did a perfect job in less time that they were supposed to do it. At the end of this activity, the idea was to ask student by student to say one side items. However, I did not do it because all students had the same, and if I did it they could get bored and I could lose their control, so I decided to ask all of them by using just one of the plates, and in this way I could ask most of them at least once.

 

The last practice was about completing a shopping list. It was the activity that I liked the most because I noticed that all of them enjoyed a lot as it was an activity that required to spend a lot of energy and during all the classes that they have had, I have seen that is what they loved. At the beginning of this activity, I made groups

of four students, what I did for having all students work in a better way is that I chose the groups by doing so, I realize that some boys did not want to work with some girls as at their stage they like to do activities with same sex groups; however, I forced them to do it because it is the only way to get them working in a more controlled way. Then I

asked them to write the missing letters in the shopping lists while they were doing it, I was checking and helping them to form the right words. When they finished the lists, I asked explained and modeled what they had to do, and fortunately they got it quickly. Also, something that I did in order to avoid a disorder in this activity is that I pointed out every time that they had to go for an item, so the activity was a

success. At the end, I checked with all of them the four lists’ groups with the items in order to make sure they had done a good job. With this activity, they could review some other topic and practice our topic target language. Also, through it, we could reach our objective that was that they could differentiate good and bad food and drink items, and indeed, they did it.

 

At the end of the class we sang the “good bye” song with the rhythm of the Sponge Bob’s song, and as children already learned most of the lyrics song, they did not show problem at all to sing it.

As I said at the beginning even though we faced some difficulties, we had to do our best, and I expect everybody have valued our effort and liked our class…

Here is our planning 

Objective of the lesson: By the end of this lesson, SWBAT recognize and differentiate the bad food from the good one.  In addition, they will be able to answer to these questions in the last practice: “Is (water) good for you/Is (candy) bad for you?” and say the correct answer “Yes, it is” and “No, it is not”.
Time	Stage	Procedure	Notes
5 15	Welcome Song Warm up	I will set up the song so the students can once again sing along with both teachers Children stand up in a semi-circle and I will give them the directions to follow. The students will be sitting down on the floor (semicircle). Teacher will have a secret box in which a card will be taken out. The box will contain for example: a t-shirt with the word “t-shirt” at the bottom of the card. A student will be called out to pass and to grab one card out of the box. Teacher will ask: Color of the item; quantity; spelling. The vocabulary included here will be: Days of the week (Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, and Sunday) actions (swim, eat, and run, fly, climb and jump). Each of these images will have also a number from 11-20 for review.	Aim of the activity: To get the students sing. Also, in warm up, students will have the opportunity to review the previous vocabulary, days of the week, numbers from 11-20, actions.   Type of learner: A-K-V Interaction:teacher-students Materials: cards with the old vocabulary already learned. Responsible: Ingrid Girón
15	Presentation	Introduce the topic “Drinks and Food”using one puppet and a theater scenario to present the topic to the children. They will be sitting down on the floor. The puppet will show each vocabulary item using the items of the fruits, vegetables and the like made of carton.  The puppet will use these items to present them the vocabulary. After that, puppet will make the students to repeat after me the name of the vocabulary items. Finally, the puppet will ask them to repeat the word at least three times along with him. It will also introduce the “good” and “bad” so that students know that not all food is good for them. It will mark the difference. Teacher will stress the: Color and name of each vocabulary.	Aim of the activity: Encounter and remember target vocabulary. Type of learner: V-A - Interaction:  Teacher (puppet)- students Materials: puppet, cards with the pictures of the food and drinks. Responsible:  Ingrid Giron
15’’	Practice	Activity 1: First, students will sit down in front of the wall where they will have two big circles. These two circles are going to be empty. The two circles will have a sad and happy face inside. There will be 2 groups of 8 children. I will choose or order these two groups and they will have two boxes with them, each one for the two groups. What they will do is to make two lines. The kids that are in front of the line are first. They will introduce one hand and choose one item of a food or drink. They will show it to the rest of the group and teacher will ask:  What is this? And then when they have answered: Is soda good for you? Whether the item is healthy or unhealthy food or drink, that student will make use of the correct answer (Yes, it is; No, it is not). In order to avoid distractions or boredom from the rest that are waiting for a turn, I will use the two questions for them to respond as a group.	Aim of the activity: Students will learn to decide what type of food they have taken from the box. Moreover, they will answer whether the food is good or bad for them. Type of learner:V-A Interaction: Teacher- Students Materials:  handmade items of food and drinks, two circles on the wall, colorful box with the items of food in. Responsible: Ingrid Giron
15’’ 10-12’’		Activity 2: Ss sit in a circle will work in pairs. I will give each pair the pieces of a puzzle. Each pair will have a different puzzle (either a food or a drink item). When they finish, I will ask which is the item and if it is food or bad (one question to every member of the pairs). Activity 3: Ss will be seated in a circle. I will give each student a disposable plate divided in sections; I will also give them food and drink items, so each of them can select the good ones for pasting at the front of the plate, and the bad ones at the back. Once they finish pasting the items, I will go to each of them for checking the items by raising one of the plates in each student. For example, I raise Imelda’s plate, and I point to the items in it (one by one) and ask them “what is it?” (if it is better I can choose the S) and they say the items. I also ask them if those items are in the right side. It will be with just one of the two sides.	Aim of the activity: To use Ss’ cognitive skills and practice target language Type of learner: V, A, T Materials: pieces of puzzle, board, pictures with all food items in the puzzles, glue, colorful pages. Responsable: Mercy Márquez Aim of the activity: differentiate good and bad remembering target language. Type of learner: V,A, T Materials: disposable plates, glue, food and drink items Responsable: Mercy  Márquez
15’’		Activity 4:  Students will sit in a circle. I will give them a shopping list to every S. Every word in the list will have missing letters, so that Ss can complete the words before shopping. Once they have completed the words (I will be checking all Ss’ list while they work for making sure the words are well written), then I will make four groups of Ss. In front of them, there will be drinks and food items. There will be a leader in every group in order to check the list items, and the other three students will run to look for the items in the list for completing the shopping list (one item per student). Once they complete the list, they will show the list and the items to me. I will get out the items of every group (one group at a time), and all students will check with me if the list is completed. E.g.: if there is water in the list, I will get out any item and ask “Is this water?” and they will answer “Yes, it is” or “No, it is not” according to what they see. When they say “Yes, it is”, I will also ask them “Is water good/bad for you?” by showing them hands with thumbs up (good) or down (bad) so they have a clearer understanding of what they are being asked. Closure: We’ll set up the song so the students can once again sing along with both teachers.	Aim of the activity:To recognize food and drinks and internalize target language. Type of learner: Visual, auditory, kinesthetic, tactile Materials: shopping list, food and drink items, thumbs up/down, two baskets for carrying the items,  Responsable: Mercy Márquez

References:

Papalia, D., et al. A child's world. pp. 239-290. Mc Graw Hill. USA, 2006