Second Class, II Period

MY SECOND TEACHING CLASS

Well, this class is the best I have given before, even though in the second period the classes have been better than in the first one. I started my class with a warm up as a review of the previous class. I asked the student to see a couple of flashcard that I brought to the class, and as the previous topic was the use of how much and how many,I asked them to tell me the right question depending on if the image was countable or uncountable food. Then after they told me the right question, I also asked them for the right answer and so on. I started to feel glad because the students had learned well the topic that I taught them in the past class. The students did it awesomely. 

Afterwards, I said to the students that they were going to study a new topic, and it was the present continuous tense. But, I had to do only the presentation of it because it was the beginning of the unit. So, I prepared only three activities. 

The first activity was mimicking. I asked the students to come and make a circle. I had brought a little box with some verbs written in piece of papers. So, I explained them that I was going to pass a magic wand, and I was going to count until five, and the one who got the magic wand was going to perform the verb that they were going to get from the little box. When they had guessed the verb, they had to say “she is cleaning, he is painting…” and so on depending on the verb and also using the present continuous tense.

The other activity was the explanation of grammar, although, it was not so deep. I used a chart to explain the concept and also a chart to explain the pattern that the students were going to follow for applying the present continuous. Later, I gave to the students a list of examples for the students to understand. So then, I monitored them if they had learned it. At the end of the explanation, they had understood it well. 

So finally, I pass to the last activity. This activity was going to be a dialogue that I had brought in pieces of paper. First, they had to fill in the blanks and then they had to memorize it. At the end, I raffled the participations. I did twelve pieces of papers, nine containing NO, and three containing YES. Because of the time, only three pairs were going to pass. After I gave the pieces of paper to the pairs, the ones who got YES passed to the front to perform the dialogue, and so the three pairs passed. In this way, my class come to the end exactly on time.