Second Class

Class #2: Saturday 10th September 2016

Activity #1 Review

The teacher started the class by giving instructions about the activities of this coming Saturday (17th September 2016). After that, the teacher started to activate previous knowledge in students by giving them some pieces of papers with questions in Second Conditional. Students were required to ask those questions to their partners, to teacher and to the TAs (Herber and me). Then, students created their own questions and asked that questions to the teacher and TAs.

Moreover, the teacher and TAs asked questions in Simple Past Passive to the students, the questions were related to general culture. Furthermore, each student created a question and each of them had to select who were answering the question (teacher, Herber or me).

Activity #2: Grammar

The teacher introduced the grammar structure “Passive Causative”. After a brief introduction, the teacher told to students to read the book in order to analyze the grammar structure. On the board, the teacher wrote the name of the structure and made two arrows, on every side of the name, one for the form of “Passive Causative” and the other for its use. Then, students were divided into two teams, one team passed to the board to write the form of “Passive Causative” and the other had to write the use of it.

Moreover, the teacher presented some videos about “Passive Causative” in order to go deeper in the grammar structure, because it was a little bit complex and students had troubles to understand it in some way.  

Despite the fact that teacher spends the whole session explain the “Passive Causative” because of the complexity that it has for students, I have to say that I really enjoyed this class because we were more involved with the students.

How we get involved with them? Well, after the break teacher asked to Herber and me about a suggestion for the next activity, he wanted the students played a sport and we decided to ask the students about what sport they wanted to play? (They chose soccer). The game consisted in penalty shots (with grammar), the class was divided into two teams (Brazil/Germany), each team chose a captain, the captain received from the teacher an envelope, it contained seventeen sentences that they had been transformed into the “Passive Causative”. Then, the captain has to select the order in which every member of the team needed to pass to transform the sentences that the captain of the other team will show.  Maybe at this moment, you are asking to yourself: “Well, it sounds like a really good activity, but how you and Herber get involved with them?” Well, let me explain you, each had a coach that supported them, and gave advice and in somehow  helped them to transform the sentences into the “Passive Causative” and that is the answer to your question, Herber and me were the coaches of each team, Herber was the coach of Germany and I was the coach of Brazil.

However, we really enjoyed the activity, we had a lot of fun and the best part of all these, is that by the end of the class students really got the grammar structure and they use it correctly.

Oh, if you are asking which team won? Well, it was a kind of obvious no? Brazil won!

First Class: Presentation

Class #1: Saturday 3rd September 2016

Program: Saturday

Level: Module 6  

Time: 1:30 to 5:40 pm

# Of Ss: 9 

Book: American More 3

I was assigned to one of the groups of the Saturdays Program that Don Bosco University have. This program takes place at the University and it is devoted to teenagers. I share this group with another classmate, his name is Herber, and we are T. As (Teacher Assistants).We will be supervised by a Mentor Teacher from Don Bosco University his name is Alex Canizalez.

When we arrived, students were wonder about who we are? And what are we doing into the classroom? So, the teacher explained to them that we will spend the 10 weeks of the curse with them, and we proceed to introduce ourselves.

Activity #1

The teacher started to give instructions to the students, he said that they had to make a list on ten verbs into the present tense and they only will have 2 minutes to complete it, they were working in groups in order to make the list. Then, students make two lines in front of the board ant they were required to write the past participle that the teacher will say (The verbs were taken from the list that each group made).

Activity #2:  Grammar and fragment of a movie.

The teacher gave to the students a worksheet. The teacher told to students that they have to read the worksheet in order to check the vocabulary. In this part, the teacher asked to Herber and me to help him with the vocabulary, if students had a doubt with a word, we will explain it the meaning of it.

After the vocabulary was explained and students got involved in it, the teacher played a fragment of the movie “Indiana Jones” in order that students answer the questions on the worksheet. Before students star to answer the questions, teacher modeled how they have to answer the questions into the “Simple Past Passive” that was the grammar structure for the unit that they were studying.

Activity #3 Hypothetical Situations

After the break, the teacher presented a hypothetical situation to the students and asked them why they would do if they were in that situation? Students were laughing about the situation and thinking about what they would do. The teacher wrote all the answer on the board. Also, after write students answers teacher explain the structure for the use of “Second Conditional”. Then, students played a game “The Dating Game” in which they applied the Second Conditional by asking and answer questions about hypothetical situations in order to find they perfect “match”.

                                                   

The Error Analysis Chart

The error analysis chart really helps me in order to identify what were my mistakes, I have to say, that I feel a little bit embarrassed because I made a really basics mistakes or misspelled a word. However, it is helpful in order to be more awareness about our grammar mistakes.

We are humans, so we make mistakes, but it is good to try to fix them in order to learn about those mistakes. As future teachers, we are going to make a lot of mistakes in our professional life, but it does not mean that we have to be comfortable with that; we need to improve our mistakes, in order to give to our students the best version of us.

ERROR ANALYSIS CHART (Spot the mistake in the sentence or phrase and highlight the correct and incorrect part)
I wrote….	I must have written…, because
1-specially childs and teenagers	Specially children and teenagers (The plural of the noun “child” is “children” not “childs”
2- I decided to become an English          , firstly, because I love English	I decided to become an English Teacher, firstly because I love English (It is missing the noun “Teacher”)
3- Secondly, I decided to studying this major	Secondly, I decided to study this major (The verb “study”  need to be in the base form because the preceding verb is in past tense)
4- I saw the lack of importancy	I saw the lack of importance ( “Importance” is the noun “importancy” does not match with the idea)
5- I want to make the difference in     students  life,	I want to make the difference in the students’ life (The article “the” was missing)
6- that are my goals to achieve as future teacher.	Those/These are my goals to achieve as a future teacher ( “those/these” are used for plural. Also, it was missing the article "a")
7- I will observed	I will observe (The verb need to be in base form)
8- I will observed	I will observe (The verb need to be in base form)
9- and try    fit it in	And try to fit it in (It was missing the preposition “to”)
10- the children starts to	The children start to (The “s” is only for third person singular)
11- in the case of boys and boys in the case of girls, etc	In the case of boys, and boys in the case of girls, etc (The comma was missing in order to separate the ideas)
12- A strategy that I can be used as teacher in order to help the students	A strategy that I can use as a teacher in order to help the students (the verb “be” was no needed. It was missing the article “a”)
13- It makes feel comfortable and gives them a feel of confidence about interact with others.	It makes feel comfortable and gives them a feel of confidence about interacting with others.
14- we know that the adolescents no are interest in that topics;	We know that the adolescents no are interested in that topic;
15- children are more concious about some of the changes that occurs in their bodies.	Children are more conscious about some of the changes that occurs in their bodies. (I misspelled the word “conscious”)
16- some of them, are afraid about that changes,	some of them, are afraid of these/those changes, (“those/these” are used for plural. Also, the preposition "of" is more adequate for this sentence)
17- there are cognitive stages that has to deal with the maduration of the brain	there are cognitive stages that have to deal with the maturation of the brain (Misspelling of the word “maturation” and incorrect use of the verb.)
18- Whereas the adolescents, has their own fight against those changes,	Whereas the adolescents has their own fight against those changes (The comma was no necessary because it was separating de subject from the verb)
19- we as teachers deel to it too	We as teacher deal with it too (Misspelling of the word “deal” and incorrect preposition)