Third Class

Part 1

Teachers: Isaac and Marleni

Topic: My Body

Grammar: Has

Vocabulary to present: head, arms, legs, hands, (Long-short).

Isaac and Marleni’s lesson in Teaching Practicum I, English for kids, at Universidad Don Bosco, has many good things to consider. In the first place, we think that Isaac attitude with learners was very appropriate. Indeed, he was motivating students a lot during his participation. Besides, the fact that he sat on the floor with children created a comfortable sense for kids. Furthermore, something that was very accurate was the technique of stretching. In here they were supposed just to get relaxed; nevertheless, they were also encountering the new vocabulary that they were about to receive in the lesson. In the second place, Marleni’s participation was very motivating for students. Despite the fact that kids were a little bit distracted, she was able to catch their attention. Indeed, she called their names to get students focused on the target language that they were learning. In addition to this, something that was very notable was the use of kinesthetic activities. Actually, sometimes students might have a low level of energy; then, a kinesthetic activity is needed to activate their energy. On the contrary, if kids are too energetic, then, the teacher can drive such energy to complete a task that would involve physical movement. In sum, there might be more positive aspects to consider in this first part of the lesson, however, factors mentioned above are some of the main ones to take into consideration. 

In regards of Isaac and Marleni’s lesson, it is noticeable that there were some aspects to be improved. For one thing, some instructions were delivered in a very long way. This involved the teacher talking time to be prolonged. In consequence, kids were a little overwhelmed with the teacher talk. For another thing, children were a little bit distracted. This affected negatively the instruction that teachers were giving. It means that students did not practice language as much as it was planned: This was due to the fact that teacher were spending a little bit more time on getting students attention and controlling them. Finally, there was a little time when students and teacher were overlapping. This affected the management of the class because it got students to be more distracted and not focusing on the content. In conclusion, these have been some aspects for considering to be improved about Isaac and Marleni’s participation.

Part 2

Konny and Orlando

Topic: My Body

Grammar: she doesn’t have, he doesn’t have; it doesn’t have

Vocabulary to present: feet, fingers, toes, teeth, tail

Konny and Orlando’ participation in the lesson was very effective. Firstly, at the moment of having students encounter the new vocabulary they used a song. This was something very interesting because students’ attention driven towards the activity that was being carried. More about his, children were not only singing, but also moving their body. This was something that helped students acquire better the target language that was being taught. Moreover, something that needs to be pointed out is the fact that teachers were able to manage students to be attentive to the class. The truth is that mostly everybody paid much attention in this part of the lesson. Secondly, another factor that needs to be exposed in here is the fact that a story was used. In fact, using story can be a somewhat tricky if the teacher does not look for the best moments to introduce the vocabulary in it. Nonetheless, teachers thoughtfully used this activity to have students practice, and even use the vocabulary. Among other, these are some good factors to point out of this lesson. 
 

This second part of the lesson has some factors to be improved. The first one is the lack of the grammar”S/he doesn’t have-it doesn’t have” Indeed, it was sometimes converted to “I don’t have-you don’t have.” This is something very important. Even though it might not look like a very important factor, it is indeed. It is due to the fact that it changes the objective of the lesson. In other words, it changes the target content that students might be likely to study. Another important factor is the story that teachers presented. It does not mean the tale itself, but the book they used. We guess that it could have been better if teachers had used a bigger book for everybody to see better the flow of the story. These are some of the points to be improved.