OUR TEACHING EXPERIENCE

Each of us had the amazing opportunity to be teachers for few months. Here are our thoughts about it.

 

Verónica's Experience

Lesson Plan:

NAME OF THE INSTITUTION: Colegio Las Mercedes         NAME OF THE STUDENT TEACHER: Verónica   Martinez         GRADE: (6th grade and 7th grade)

  

LESSON:1  UNIT: 2BOOK: Good Job  TIME: 40 minutes

TOPIC: Adjectives

Target Content: Adjectives

TARGET STRUCTURE: how your classmates look like  (structure: simple present)

General Objective: At the end of the lesson students will be able to identify 10 descriptive adjectives at least, and to used them to describe people in an effective way.

Specific Objectives:

By engaging in different communicative tasks, and playing games students  will be able to:

ü    Identify Adjectives

ü    Use them different situations

ü    Describe people

ü    Use adjectives in the simple present structure

Materials:

Charts, markers, , book, whiteboard, eraser, masking tape, cards,     paper sheets, flash cards, and pictures.

Warm-up (activity to review the previous class) (time 5 minutes)

To begin with the class, the teacher will explain the students a game which is   called “Name, Named” which consists in saying the name of a student; then    the students who was named has to say the name of other student. If a student    does not find any name or hesitate 3 or 4 second will have a penalty which will   consist on saying what he or she learned the last class.

Presentation (time:15minutes)

Activity 1:    The students will be given a photocopy with a short dialogue. In the dialogue,     two people  talk about their sibling, and obviously, they use some adjectives.     After reading the dialogue, the teacher will divide the class into two groups     for them to repeat the dialogue twice.

Language notes 

The adjectives    How does he or she looks like?    The teacher will teach with images some adjectives.

 Controlled Practice (time: 5 minutes)

The students will have to fill the spaces in sentences the teacher wil give them In a  sheet of paper using the adjectives the teacher has explained. The adjectives are tall,short, fat, thing, pretty, ugly, brunet, white, and long.

Semi-Controlled Practice

Students will have to describe the person next to him or her in an oral way.

Free activity

The teacher will ask the students to describe a member from their family; then some of them   will read what they wrote.

Wrap-up 5 minutes

Here the students will make a circle to play My Crazy Sister. In this game they will have to take the picture the teacher will give them; the picture will have a girl for them to describe how the girl is by saying: This is my crazy sister, and she is------ . Then they will pass the picture to the person next to him or her.

Homework 5 minutes

The homework will be the following:      Students will have to search 10 more adjective and examples using the adjectives.

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COMMENTS

                 The day I used this lesson plan, the class with 7th grade was almost the most perfect class because the students were paying attention to what I was explaining, and they were also participating and working a lot. The students repeat and memorize the adjectives I thought, and they also used them the way I expected them to do. I could see how hard they can work when we as teachers trust they can do what you want by showing trust and motivating them with expressions like:  excellent, fantastic, good job, and very good. 

I also used this lesson plan with six grade because they were also studying adjectives but when I used it with them, it did not work the way it did with seventh grade; it was almost a disaster because students did not participate by themselves in the activities I had prepared; they were bothering each other with the adjectives they learnt. They were also calling fat some of their classmates, and the girls did not like. Because I was trying to control the students for them not to bother their classmates, I could not make all the activities I had prepared, and my tutor help me to control them. It was very awful for me because I could not believe how contrasting my experience with the same lesson plan in different grades was, but that day I also learned how to deal with misbehaviour in the classroom.

I did do lots of material to explain most of the topics I thaught, but because most of them were well decorated, my students asked me if I could give them the material, and I gave them the material they wanted. The other part of the material, I throw it away because I could not take it with me to the university, for I went to teach before going to the university every Friday.

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 STUDENT WORK

 6^th grade

"I also like working with six grade because they are still kind but they were also willing to learn, participate, work, and play every class. They did not do homework that much, but work in the classroom. They were very active and sometimes hyperactive, and that was something I had to deal with. They were little noisy, but very respectful, and lovely. They loved playing games, and I took advantage on that because I used games to make them practice the topics I gave them. In my last class, I had to say good bye, and some of them were almost crying because they say they had never had a teacher like me; those were the most beautiful words I listened from them."

7^th grade

"I really enjoy teaching this grade because even when they are kind of noisy, they work hard and they also obey me when I ask them to do something. They also work hard, and they were also willing to learn what  I teach them; They were so lovely that I enjoy every time I went to their classroom, and they always say good things about me like teacher you are so funny;  teacher you look beautiful today; teacher we love you.  When I finish teaching them, they were asking me if I could continue teaching them because they loved the way I teach."

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                                     GRADES

                                          

I consider that the teacher was not fair with most of the grades because she graded me with a "9" with aspects like classroom management, taking care of all students ad material using in class, and I know that most of the classes I could control the students; I was always interested in all students needs in the same way; Also, I always prepare material to work in the classes, so I think I deserved at least a 10.


Resume

Fecha de nacimiento: 05 de marzo de 1997

Género: femenino.

Número de DUI:0000000-0 NIT: 

Estado civil: soltera

Ciudad: Atiquizaya

Dirección

Teléfono:24440084      Celular: 19590105

Correo electrónico: OOOOO@outlook.com

Formación académica Centro Escolar Antonio José de Sucre Egreso: Año 2011 Educación Primaria,  Secundaria y  tercer Ciclo Instituto Nacional Cornelio Azenon Sierra Egreso: Año 2014 Bachillerato General Universidad de El Salvador Facultad Multidisciplinaria de Occidente Año 2014: Licenciatura en Idioma Inglés Opción Enseñanza( año 3) CARACTERÍSTICAS Y HABILIDADES PROFESIONALES Objetivo profesional: aplicar mis conocimientos, capacidades y servicios profesionales en el trabajo eficiente para una institución  que me permita desarrollarme y crecer laboralmente en el ámbito de la educación. Además, me interesa contribuir con mi juventud  y adquisición de habilidades prácticas  y conocimientos  para la educación eficaz y significativa en los estudiantes dejando así el  mejor posicionamiento de la institución que me contrate. Capacidades: facilidad de expresión verbal y escrita, proactiva, buenas relaciones interpersonales, facilidad para trabajo en equipo, discreta y comprometida con las metas de la organización, dinámica, responsable, puntual, honrada, con valore espirituales y carismática. Dominio de idiomas: español 100% (lengua materna) e inglés 90 %. Manejo informático: dominio de Microsoft Office (Word, Excel, Power Point, Outlook). Intereses: libros, pintura, arte, lenguas, música, enseñanza experiencia laboral Ø  Ninguna

referencias laborales

Ø  Ninguna

IV. OTROS DATOS DE INTERÉS

Ø  -         excelentes relaciones interpersonales

Ø  ·         Disponibilidad laboral para iniciar tareas en el cargo profesional

Ø  .         CUM honorifico en la universidad

referencias personales

Tel | Candelaria Arana de Martinez

Tel.  | Ana Berta Bachez de Fajardo

Barrio san Juan , calle principal frente al parque san Juan

Tel.|  4 Verónica Leticia Chaves de Murgas

Entrada de la Colonia la quinta,  casa #13, Atiquizaya

 

Erika's Experience

Lesson plan: 

SCHOOL: CENTRO ESCOLAR DR. SALVADOR AYALA

TUTOR: JOSÉ ALFREDO PADILLA

GRADES: 7TH, 8TH AND 9TH

STUDENT TEACHER: ANA ERIKA ARGUETA BURGOS

TARGET STRUCTURES: prepositions of place, There is/ There are, Is, Are in Questions and Answers.

TARGET CONTENT: Where’s the market? My Hometown, places

TIME: 10 HOURS

General objective: At the end of this Unit, SWBAT:  identify the different prepositions of place; as well as testing a partner’s memory by asking a question.

Specific objectives:

Ø  Students will be able to ask and answer questions about locations.

Ø  In this lesson students will learn how to write sentences about their hometowns.

Materials: The materials that will be used for unit 1 are

-          The book (where students will fill in the blanks and work.)

-          Pages provided by the teacher (with short sentences for an activity that will be developed after working in the book.)

-          CD player and the CD.

-          Whiteboard, markers, and eraser.

-          And any other that the teacher considers necessary.

I.            WARM-UP: 10 m.

“Where’s the ….?” (10 minutes)

Before working in the book, students will play a game called “Where’s the…. ?” which will be a preview of the topic that will be develop afterwards. The students will go to outside of the classroom to look for some papers

*Warm-ups may vary*

For lesson 2 the warm up is “Let’s sing along” (10 minutes)

The teacher will give the Ss pieces of paper with numbers on them. When they receive their numbers, they will search for the other Ss that has the same. Once they are in pairs they will write a short song that will perform in front of their classmates. The students who do a good job will be saved from a penalty. The ones that get a penalty will answer some questions that will be in a box.

             For lesson 3 the warm up is “Hot ball” (10m)

             The teacher will give a ball to the Ss, they will pass it to each other until they hear the word “STOP” the Ss that has the ball will count from the number that he’s assigned until he gets stuck. If he continues on counting he’s free to stop playing.

II.          PRESENTATION ( 60 minutes)

Lesson 1

Work on page 6 and 7 of S’s book. (Attitude Starter)

Have students practice the conversation on page 7; show them some charts with the content that’s being studied, and then have some students to perform it at the front of the class. 

     III.  LANGUAGE NOTES (60 minutes)

·         Make sure that students pronounce “Bye/Hi” correctly /bai/. Make sure they understand that “Hi/ bye” is informal, and “Hello/goodbye” is formal.

·         Start by making students understand the meaning of the word “spell” before spelling their names.

·         Emphasize that four of the possessive pronouns are formed by adding a possessive –s to the possessive adjective: your—yours, her—hers, our—ours, and their—theirs. The exceptions are my—mine, his—his.

·         Tell the students that if they want to use a name to show possession, it needs an apostrophe, e.g., 1: Whose are these Shoes? 2: They’re Dan’s. Emphasize in those names that finish with “S.”

APPENDIX A

LANGUAGE NOTES:                                                                                                  make sure to remember that Hi = Hello                                             Hi and Bye are less formal than  Hello Bye = Goodbye                                                        and Goodbye.

fill in the blanks with the correct form of greetings.

1. A) _____ Bart.

B) _____ Milhouse.

2.

 A) Hello, James

B) Hello, Daniel. How are you?

A) I’m fine. But I have to go.

B) Oh! ___________ James.

A) ____________ Daniel.

-          Walk around the classroom introducing yourself to others.                                                                                Write in the chart the name of your classmate and the way they greeted you.

Have Ss do exercises 3 and 4 on page 7 of student’s book. (25m)

·         Ask the students to look at the examples in the language box. Then they will look at the man in the picture and circle the option that best describes the action he’s doing.

III.        CONTROLLED PRACTICE 1h.

1.   Lesson 2

Writing Activity  

Ask students to look at the pictures and imitate the actions they see in page 8.  Then have them write two sentences using the words showed in the picture; then tell them to practice the conversation in exercise 1b in pairs. Using their own names.

                     A) Hello, I’m Erika. What’s your name?

                     B) I’m Brendon.

                     A) Nice to meet you, Brendon.

After doing the written activity, SS will be asked to spell their first names. We will perform a game with a dice in which SS will try to guess the number in the dice after throwing it away. Whomever guesses the number will be saved and won’t spell his classmate’s names.

APPENDIX B

DIRECTIONS:

-          Ask students to practice the alphabet by spelling their names. Give the right time to develop the activity written and orally. You may bring charts to develop the activity, too. Help students when necessary. (40m.)

E.g:

A) Hello, my name is E-r-i-k-a. What’s your name?

B) My name is. T-e-r-e-s-a.

Now your turn.

·         What’s your name? __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __.

-          Solve this puzzle by finding the names of the objects on the left. Once you’ve find them, spell them out loud to the teacher (25m)

                  

2.   What’s your favourite…….? (Listening and Speaking) (25m)

After working on page 9, Ss will be asked this question “What’s your favourite….?” And the teacher will provide charts with the answers for the Ss to say it out loud. After reading the chart they will spell the word.

E.g.: what’s your favourite sport? *Shows a chart with a boy playing soccer*

      -My favourite sport is soccer. S- o- c- c- e- r.

3.   Lesson 3

Start the lesson by listening to the numbers on page 10. Make Ss work on activity b and c on the same page. (25m)

3.1        conversation  (reading conversation) (30m)

         A)  Work on the second activity on the same page. Read the conversations and answer the questions in the spaces. 15m

    B) In order for Ss to understand better the possessive pronouns, they will listen and read page 11 exercise 3a. 15m.

Listen and read. Then complete the conversation in exercise 3a.

“My, your, his, her”

Question	Answer
What’s your name?	My name is Ana.
What’s his name?	His name is William.
What’s her name?	Her name is Kimberly.

3.2       speaking  (30m)

Have Ss do page 11- exercise 4a in pairs. Ask students to look at the expressions in the Useful Languages boxes by making sure they understand the meanings of the expressions.

                                                                 APPENDIX C

                         

Language notes -          Say “oh” = 0(zero) when giving a phone number, or in groups of digits. -          @ = at -          . = dot -          Fist name: Bianca -          Last name: Del Río -          I don’t know -          Excuse me -          Thanks

-           

-           

-           

-           

-           

-          Work in pairs and fill in the following chart with information that will be provided by your partner. (20m)

Student A	Student B
-          What’s your first name and last name? Ss B answer____________________________ -          What’s your Phone number? Ss B answer____________________________ -          What’s your e-mail address? Ss B answer____________________________ -          Can you spell the e-mail please? Ss B answer____________________________	-          What’s your first name and last name? Ss A answer____________________________ -          What’s your Phone number? Ss A answer____________________________ -          What’s your e-mail address? Ss A answer____________________________ -          Can you spell the e-mail please? Ss A answer____________________________

IV.         SEMI-CONTROLLED PRACTICE (30m)

1.   Whose ________  is this?

-          The teacher will ask for 2 volunteers.

-          She will tell the volunteers to take a close look at his/her classmates and their belongings.  They have to remember the things they’ve seen.

-          The teacher will tell the volunteers to leave the room.

-          While the volunteers are out, the teacher will tell the rest of the participants to exchange belongings, and to put them on their desks.

-          Ask the volunteers to come back in. Tell the volunteer to take a look at their classmates and what they have on their desks. If he thinks that someone has something on their desk that doesn’t belong to them. He has to say, “This is not yours” (e.g. the book). Whose book is this? The participant being asked has to answer according to the situation; e.g. this is my book; or this is not mine. This is _________’s book.

-          Then the volunteers go on doing the same with other objects in the classroom.

2.   Language for fun (page 13)  (70m)

2.1Hangman: 35m

This is an effective way of revising new vocabulary, and pronunciation of the letters of the alphabet in English.

Words for the hangman:

-                                                        last name

-                                                      phone number

-                                                      alphabet

-                                                      mine

2.2 Memory Game: 35m

Write the names of 6 Ss in little papers, then place the papers in a desk upside down. Ss will be asked to guess the name by taking two cards. If the two cards have the same name, he/she wins. If the two cards don’t have the same name, another student takes that opportunity to choose his two cards.

SUMMARY (APPENDIX D)

         a) Complete the conversation with the words in the box. (15m)

you   I’m     Nice    name     meet     What’s     Hello

A) 1_________, I’m Anne Spencer. 2_________ your 3_______?

B) 4_________ Matthew Gibbs.

A) 5__________ to 6 ________ you, Matthew.

B) Nice to meet 7 _______ too.

b) Match the questions and answers (15m)

1. What’s your name?                                       a) S-A-N-T-O-S

2. How do you spell your last name?             b) My phone number is 762-4093

3. What’s your e-mail address?                        c) I’m David. David Santos.

4. What’s your phone number?                        d) dsantos@btg.com    

c) Choose the correct word (15m)

1. A) What/what’s your name?      B) I’m Joseph

2. A) what’s his/her name?             B) She’s Judith

3. A) what’s his/her name?             B) He’s Rick

4. Her name is Luisa/Louis

5. What’s your name?                      B) My/your name is Robert

DICTATION (APPENDIX E) (30m)

Listen to the teacher read a story from a boy named Ben. After the teacher reads it  for the first time you will have to copy what you listen. The third time the teacher reads, make sure to check what you wrote.

-          My name is Benjamin and my last name is Scott, but my friends call me Ben.

-           I am 11 years old, and I go to school with my friend Samantha; her last name is Styles.

-          We see each other every day.

-          Her mom is a teacher and her father is a doctor.

-          One day, Samantha’s mom asked my phone number.

-          I said “ My phone number is 555-6218”

-          My mom got angry at me for doing that.

-          Now I only visit my friend Samantha three times a week.

V.           WRAP-UP (20 minutes)

Students will write a Journal with the topic “My best friend.” They will use the structures studied in the lessons, and then give the journal back to the teacher. (10 to 15-line paragraph)

VI.         HOMEWORK

              Homework will be explained by teacher Padilla.

VII.      BIBLIOGRAPHICAL REFERENCES

-          Attitude Starter book

-          http://www.printabletreats.com/telling-time-memory-game-

-          http://pbskids.org/superwhy/#/game/spellingbee

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COMMENTS

I really enjoyed my experience teaching 7th ,8th and 9th grade this year. Once l started the major l never imagined that l would be teaching other people this year. But God knows what he does. I had some difficulties with the kids from school because most of them did not know anything in English. Some kids knew how to greet and hold a conversation, but some others had no clue whatsoever. In 7th Grade, l found the most loving children l could have ever met. 

One of them told me that he was going to be 18 in a few weeks, and the reason of his staying in the same grade was because his family took him out of school in order for him to work. He almost cried while telling me because he had never told that to anyone before. The kids from the other /th grade were kind of hard to work with. One of them used to call his friends names that were so rude. I talked to him - Jonathan- and told him that he should not do that to his friends because that made them feel bad. He asked me why l was saying that to him, and l told him that l had been through the same when l was in the same grade he was. He had no idea l had studied there, and it felt good to tell him that also.

 Arrangement :  My classrooms were aranged in order for the kids to see themselves. Although, some of them were turning their backs on the board, their knowledge was not affected.

Student Work :Some kids l would love to talk about as my examples are Fatima Leiva from 8th "D" and Samanta Mena from 9th "B" these girls were so amazing to me and the teacher. They were so interested in the classes, and would always participate whenever l asked for a volunteer. They really make me want to be a better teacher, so in the future l can say "Thanks to my Teaching practicum I'm standing wher I am nowadays".

                                                                My classrooms

                             Letters from my Students

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                                 GRADES & OBSERVATION

                      

I'm happy with my grades because the teacher saw in my many talents l had hidden. He told me to keep on working hard for the things I want in life because he knows for sure that I'm going to get them.

The observations I got from Mr. Padilla were plenty, but this one was from the very first day: " Communication is important with  the student in and out of the classroom". From that moment I became another student during the breaks and a teacher during classes.


Resume

Fecha de nacimiento: 9 de junio de 1994

Género: femenino.

Número de DUI:0000000-0 NIT: -------

Estado civil: soltera

Ciudad: Santa Ana, Santa Ana

Dirección------

Teléfono:---------     Celular: -----

Correo electrónico: OOOOO@outlook.com

Formación académica Centro Escolar Dr. Salvador ayala Egreso: Año 2009             Educación Primaria,  Secundaria y  tercer Ciclo Colegio Bautista de Santa Ana             Egreso: Año 2011             Bachillerato General Universidad de El Salvador Facultad Multidisciplinaria de Occidente Año 2016: Licenciatura en Idioma Inglés Opción Enseñanza( actualmente en curso) CARACTERÍSTICAS Y HABILIDADES PROFESIONALES Dominio de idiomas: Español (lengua materna), Inglés (segundo idioma), Francés (tercer Idioma) Manejo informático: dominio de Microsoft Office (Word, Excel, Power Point, Outlook). Diploma de Grado Digital, Capacitación de Microsoft Mayo del 2010. Intereses: Lectura, arte, Filantropía, Enseñanza, etc. experiencia laboral Ø  Liceo Latinoamericano Programa de Extensión de Idioma Inglés- Academia Sabatina. Febrero del 2016. OTROS DATOS DE INTERÉS

Ø  -         Excelentes relaciones interpersonales gracias a mi padre.

Ø  ·          Facilidad de habla para cualquier tipo de reuniones, conferencias, etc.

Ø  -          Buen promedio en la Universidad

Ø  -          Materias del ciclo aprobadas con más de 7

             Referencias personales

Tel | Karen de Figueroa – Nuestros Pequeños Hermanos - Directora

Tel.  | Carlos Gómez – Gerente de Sombreros Gomez

Vanesa's Experience

Lesson plan

  SUBJECT:  English
             LEVEL: 9^th grade
            TEACHER: Vanessa Michelle Sibrian Galán

  UNIT:
            CONTENT: Going to
            TARGET STRUCTURE: to be + going to + infinitive

 GENERAL OBJECTIVE:
- To teach students how to use “going to” in order to make plans and predictions.

SPECIFIC OBJECTIVES:
- To make students make conversations using “going to form”
- To show students how we can predict an event using “going to”

TIME: 45 minutes

MATERIAL:
- Whiteboard
- Markers
- Worksheet
- Charts
- Pencil
- Cellphone
- Horns

WARM-UP (5 minutes)

Can´t say yes or no
In this game, I am going to give students squares of paper, and they have to write down a question. After writing the question, I am going to choose a student who is going to read his question and the name of the student who is going to answer the question. Then, I am going to choose another student who is going to read his question and the name of a student and so on; the rule is that nobody can say yes or no; students have to use another word to answer the question. If a student says yes, he or she is going to tell me a sentence using “going to”.

PRESENTATION (10 minutes)

I am going to introduce the topic which is “going to” and I am going to show students some examples about this topic. Also, I will explain to students why we use “going to”. We use “going to” to predict an event that can occur in near future; an example of this is: It is going to rain tonight because it is cloudy. Also, we use “going to” for planning an event, example: I am going to buy a new car tomorrow.

GRAMMAR NOTES (15 minutes)

Affirmative Structure: Subject + am/is/are + going to + verb + complement +.

Examples:

I am going to read a book tomorrow.
She is going to visit her sister on Sunday.
They are going to have an exam today.

The contraction form is:
I´m going to read a book tomorrow.

Negative Structure: Subject + am/is/are + not + going to + verb + complement +.

Examples:

You are not going to watch TV today.
I am not going to play soccer on Tuesday.
We are not going to have classes at 5:00 pm

Question Structure:

Yes/No Question:  Am/is/are + Subject + going to + verb + complement +?

Examples:

Are you going to do your homework?
Is he going to buy a hamburger for lunch?

WH Question: WH-word + verb to be + Subject + going to + complement +?

Examples:

What are you going to do on Saturday?
What class is he going to have tomorrow at 2:00 pm?
When am I going to visit my grandmother?

PRACTICE ACTIVITY (10 minutes)

Students have to fill up the following worksheet and after we are going to revise what they wrote on the worksheet.

WRAP-UP (5 minutes)

I am going to ask students why we use going to and they have to tell me some examples using going to in affirmative, negative and question form.

HOMEWORK (5 minutes)

Students have to write five affirmative sentences, five negative sentences and five yes no question sentences using going to in a separate sheet of paper.

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1.    Achieved knowledge

Well, during this course, I could learn many things; one of these was how to manage the classroom. I could understand that as teachers, we must have some methods in order to maintain the class interesting. Also, another aspect that I could learn was that we, as teachers, must be active; sometimes, our students can be bored, so we have to be capable in order to make the class enjoyable and dynamic. We can develop some activities that can create a better environment.

o     To be a teacher means to be a motivation for our students, so we have to do our best. I think of myself being a teacher, and I think that is the best experience that I can have. This time, I had the opportunity to teach English to 9^th grade, and it was such as nice experience because I could interact with my students, and I am pretty sure that they enjoyed every class I taught. I could learn from them, and they could learn a little bit from me. I always tried to make every the class interesting because a teacher has the ability to be dynamic and efficient. I think that to be a teacher is more than to teach a simple class; it goes far away; as I said before, that means to try to be better every single class; a teacher can be a friend and a confident for students. I consider that working hard; we can be an ideal teacher for our pupils.

2.    Classroom setting

Once, I asked my students to order the desks in a semicircle because I was going to develop an activity that required some space, so my students ordered them. That helped me to move around the classroom easily, and the students could listen to me much better.

I had the opportunity to work with teenagers; at the very beginning, I thought it was going to be difficult to deal with them, but I got surprised because it was totally different. My students were active, and they participated in every activity I developed. They were paying attention in the explanation of every topic, and I think it was the part I like the most. In my last class, it was such a sad moment because it was time to say goodbye; the students did not want me to leave because they told me they enjoyed every class with me, so they wanted me to continue teaching English to them. In that moment, I could understand that I was not only a teacher, but a motivation for them.

4.   

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Personal Information

Name: Vanessa Michelle Sibrian Galán
Nationality: Salvadorian
Age: 19 years
Marital Status: Single

Education

Primary Education: “General Salvador Castaneda Castro” School
                                                    (2002 – 2008)
Secondary Education: “General Salvador Castaneda Castro” School
                                                     (2009 – 2011)
High School: “Jorge Eliseo Azucena Ortega”
                                (2012 - 2013)
University: University of El Salvador
                        (2014 - currently)

Experience

“General Salvador Castaneda Castro” School
Teaching Practices with kindergarten for 3 months (2015)
Teaching Practices with 9^th grade for 2 months (2016)

 Elsa's Experience

Lesson Plan

	“CENTRO ESCOLAR GRAL. SALVADOR CASTANEDA CASTRO” ELSA MARÍA RODRÍGUEZ MOLINA 7TH GRADE

 

LESSON: 4     UNIT: 3      BOOK: UNIVERSAL ENGLISH BOOK TIME: 1 hour

TOPIC:

FAMILY

FAMILY MEMBERS

Target content

TARGET STRUCTURE

How many members do you family have?

General Objective: At the end of this Unit, SWBAT: recognize the names of each family member.

Specific Objectives:

By engaging in different communicative tasks, SWBAT

Ø  Students will use vocabulary related to family.

Ø  Students will examine their family history in order to create a family tree.

Ø  They will have the opportunity to share about their families with the class

Materials:

Charts, markers, Ss’ book, photocopies, whiteboard, eraser, masking tape, picture cards, CD player, paper sheets, flash cards, pictures or drawings that represents family members, paper, scissors and glue.

Warm-up (activity to review the previous class) (10 minutes)

In this section students will be asked to form 2 lines, one for girls and the other one for boys. Each line will have a leader; the teacher will say a phrase related to the names of family members to each leader, and they will have to say that phrase to the person next to him/her. This person will say it to the next person and so on. The person at the end will have to say the message he/she received. At the end the person that a similar message will get a point for the group. The group that gets more points will win. }

Presentation (15 minutes)

Activity 1: pg. 104 Family members Show to the students a chart with the names of the different members of the family. Provide them the correct pronunciation for each word, and ask them to repeat. Give them a brief explanation of each member. What is his/her role in a family? Activity 2: appendix A Provide a copy of the appendix and let Ss identify the names in there. Let them share who they live with.

Free practice (5 minutes)

Here they will come back to their desks and think about one activity they like to do with one member of their family. After that, they will have to make a draw related to the activity they have thought.

 

Don’t say it! In this activity, students will stand up and make a circle. They will have to count from 1 to 10 very fast, but except the number 7. The student that says the number loose. The teacher will ask a question, and he/she will have to answer.

Wrap-up(10 minutes)                                                                                                                                       

Homework (3 minutes)

	For homework the teacher will ask students to make a genealogical tree with real pictures or drawings if they prefer. They have to include the family members closest. It has to be in a bond page, with their names. It is going to be for the next Saturday.

 

Achieved knowledge

Every semester has been different, and this one was not the exception. Everytime I teach, I learn new things, and it helps me to deal with certain problems that as teachers sometimes may face.

As a beginner teacher I can say that every day class was not easy, sometimes I was nervous and some others, students asked me questions and I got stuck, but it doesn’t say that I am a bad teacher; I know that through practice is when I will learn and improve the areas in which I considered are not that easy for me.

Teaching seventh grade long distance students was a new and gratificant experience for me, and I could notice that environment and behavior were completely different. They only attend clases on saturdays, but it doesn’t mean they cannot learn; otherwise, they were anscious and willing to learn.

Also, because they work during the week, I had to find ways to assign homeworks that were more available for them. I had to change the way of treating them, and let them know about respect between student-teacher.

At the beggining, I was scared because they were more students and they tended to be more talkative, but I could notice that it was nice, for they were participating on each class, and respected me as well. I had to change many things I was supposed to do; it changed my plan, but it was when I knew the importance of having a plan b or c.

I will keep in my mind this experience not only because I could learn, but also because I know they learned from me. All I did with them is something that really worths.

CLASSROOM SETTING

The classroom was arranged with desks located in rows when I got there, but I wanted to have a space in which I could make more dynamic the class, so I asked for permission to change and place the desks in a semicircle. Every Saturday at the first hour, it was the way the desks were ordered, as soon as I entered the classroom students were moving the desks and ordering them as I have asked. I wanted to have it in that way because students felt more comfortable and willing to participate, and also because I could make activities and the space was adequate to do them.

SELF REFLEXION

I can say that I grow up as a person and also I realized that I am in the process to become a teacher; that it is not something easy, but if I love what I do, it will turn different. I am conscious that I will commit mistakes, but it is part of the process. I just have to continue learning and be willing to give significant knowledge to my students because they deserve that. I, as a teacher need to be able to give them all that it is in my hands for them to have a good education.

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