SECOND CLASS 2 PERIOD

My second teaching class/ II Period 2^nd term 2014

Monday, September 22^nd- 2014

Jose Daniel Medina Aguirre

This is the second block. I pasted some phrasal verbs written in pieces of paper on the board, and I asked the students to tell me whether they knew those words or not and what their name was. So, the student gave their answers and they were right. They gave a very close meaning to the one I had.

Afterward, I asked the students to go to their books and look at the images over there. They had to get a meaning of those phrasal verbs just by looking over the pictures. When they had gotten the meaning, they had to fill in the blank a couple of sentences using the phrasal verbs they saw in the previous images. After checking that exercise, I started the part of the grammar explanation. I gave the same phrasal verbs and a specific meaning for each. As the students were already familiarized with those phrasal verbs, I gave a list of seven more phrasal verbs to be used in the class.

Then, I explained the meaning and the function of the phrasal verbs. Besides, where to put the nouns and pronouns when using them. To finish the class, I asked them to write an end for a started-story. I pasted the beginning of the story for the students to see and write the end it needed. I gave them five minutes to do it, but the students had to use the vocabulary related to the car and the phrasal verbs. When they finished, I asked some of them to read the stories and some of the students had done a great job. That made me feel satisfied of my work in the class. Thus, my class finished exactly at ten and five minutes.

FIRST CLASS 2 PERIOD

My first teaching class/ II Period 2^nd term 2014

Monday, September 22^nd- 2014

Jose Daniel Medina Aguirre

Well this time, I had to give two hours-class so that is why I separated the class into two blocks. I was so happy because of the schedule at eight thirty a.m. and this is the first block of activities.

To start this class the first thing I did was a brainstorming activity as a warm up. I wrote a word in the board and I asked them to tell me what came to their mind when they saw the word. The student participated giving me their ideas and I wrote those ideas into bubbles on the board.

Then, I asked them to come to the front and the write the names of the parts of a car in a picture that I drew. They had been studying the parts of a car to be able to talk about car accidents. Therefore, I gave them seven more names. They did it easily and completed the whole picture with names. After this, I asked them to make sentences with those seven new words that the learned. It was a little complicated for me because of the students. I needed to make a hard effort to motivate them to work. Anyways, some of them did an awesome work.

 Afterwards, I asked them to make pairs. They were going to talk about a bad or a good experience with a car. After five minutes, I passed some pair to the front to tell the rest of the students about what they talk about and the first block finished.

My third teaching class/ 2nd term 2014

My third teaching class/ 2^nd term 2014

Tuesday, September 9^th- 2014

Jose Daniel Medina Aguirre

This was my third class. It was the worse class I have ever had. I say this not for the way I gave it but for the time I got to the classroom. The class started at six forty-five and I got over there at seven o’clock exactly fifteen minutes later. Even so, I strongly consider that it is not my fault. I did all what was possible to be on time. Anyways, I started my class with some quotations of some people talking about short-term and long-term financial goals. I asked the students to go to their books on page twenty-eight and read quiet those quotes. After they read it, I read it aloud so thattheylistened only. Afterwards, I asked them whether they had notices the form to express future plans. They gave their opinions about what were the future plans that those people mentioned in the quotes, and I wrote them on the board.

From the phrases and sentences that the students dictated to me, I started explaining to them that that type of future expressions are called Future Perfect Tense. Therefore, I gave a definition and some more examples. Nevertheless, in the book was a chart with a rich information about that topic. I had prepared that information on some charts that I pasted one by one on the board in order to clarify the topic.Every time I explained one chart, I gave more examples and so I did with each chart. My class practically was about grammar explanation and that took me about forty-five minutes to do it. At the end, I demanded the students to write some futures plans and action by using the four Future Perfect Tense categories already studied. So, my class finished at seven fifty.