LEARNER´S ACTIVITIES: Students Role play in pairs, individually or as a group to answer and ask questions about what their parents, neighbors, friends or relatives do as a living.

Students use Flash cards with professions written on them to ask and answer questions about what they do by walking around the classroom asking their classmates about their professions.

The students walk around the classroom with a card labeled behind their back and they are supposed to guess what they do while they are asked by their classmates.

  SUMMARY: After having brainstormed all the professions the students are familiar with, they can now count with a wide vocabulary list that will help them establish short conversations about what their parents, neighbors, friends, etc. do for a living. This will help them use the correct structural form of the verb to be in the affirmative, interrogative and negative form.

POST- ASSESSMENT: A set of pictures is stuck on the board and the students have to say what each person´s job is and where they work. They have to choose the places from the box written on the board.

For example: A: What does Mabel do? B: She´s a singer.

A: Where does she work? B: She works in a

nightclub.  LINKAGE: Now they have a wide vocabulary

list in professions, they can ask and answer questions about people´s jobs and where they work. In the following class they are going to study the present simple tense with profession and verb.

 

CLASSROOM MANAGEMENT PLAN DESIGN  

Date: October 3rd. 2008 50 Minute Class Grade: First SemesterLevel: Pre –Intermediate Title: Guess who am I?Content: Vocabulary involving professions and use of the verb to be in the

present affirmative, interrogative and negative form.

 OBJECTIVE: This activity gives the students the opportunity to get to know each

other better. Therefore it helps to create a friendly environment for speaking and sharing ideas and encourages students to think creatively because they must practice initiating, continuing, and closing a conversation, using professions by asking and answering questions with the verb to be; communicating personal information; and developing vocabulary by using a wide variety of strategies for selecting, organizing and categorizing information and by relating it to prior knowledge and experience.

RATIONALE: Students brainstorm a list of professions so that they can read, write, listen and speak for social interaction and by listening attentively to their classmates in building conversations with peers and groups to improve communication using appropriate language and style for the situation, taking into account, the ideas and interests expressed by the ones receiving the information. The desks are also arranged in a large inner circle so that students can move around freely socializing and interacting with each other.

BRIDGING Teacher takes two to five minutes to introduce the topic she wants her students to

learn in the class and models examples of short conversations on the board from the previous lesson and students use spoken, written and visual language to accomplish their own needs.

PREE ASSESSMENT

As a beginning class on the new topic introduced, the teacher pre-teaches the vocabulary and allows the students to use the examples brainstormed and the conversations on the board as a guide to help them create their personal performance. This activity takes around 5-10 minutes.

INSTRUCTOR AND LEARNER ACTIVITIES

This is an oral activity and will take around 20 minutes. The teacher gives the students strips of paper with names of different professions,

but before, she sets a time limit to do the activity, and then asks the students to stick one on the back of any of their classmates. The students have to guess what they are by starting a conversation called: Guess who am I? For example one student asks his classmate: Who are you? He answers, “I’m a doctor. And his classmate answers if he is wrong “No, you´re not a doctor. And the student keeps asking other students who he/she is until they get to the right answer. At the end of the activity everyone will have a profession. Meanwhile the teacher is circulating among the students listening and observing the activity and making notes on examples of good and bad English usage that she hears. If any of the students asks for help the teacher can take part in the activity, if not, she just walks around observing the students and taking notes for further feedback.

SUMMARY

At this point the students are aware of the objective of the topic and have interacted in a positive and respectful manner with their classmates by first brainstorming the vocabulary list of professions and by developing short conversations by asking and answering questions in the affirmative and negative form. The teacher asks the students to form a circle, congratulates the whole group on the activity they did and asks randomly for personal points of view about how they felt when they were performing the activity. Some responses can be that they felt CONFIDENT,SECURED TO EXPRESS THEIR INDIVIDUALITY, TOLERANT, ACCEPTED, EASED, POSITIVE, FREE TO TALK, RELAXED, INTERESTED AND A HIGHLY PERFORMED ATTITUDE.

Personally, our point of view as teachers is that we believe that when students are provided opportunities to be responsible and giving members of their community, students will learn how to behave accordingly and will enjoy giving to others. When students obtain intrinsic understanding of respect, responsibility and reciprocity, (the 3Rs) they will become positive, productive and proactive (the 3Ps) members of society.

 

POST ASSESSMENT

The teacher asks her students to start the activity by sticking the professions they had on their backs to stick it on their chest and that everyone has to say who they are. For example, “I am a teacher.” “I am a housewife.” Etc. then she asks them to rearrange the seats, again after having reviewed the activity once more, to their normal seating positions.

The pupils will have met the criteria for their determined topic. The correct list of vocabulary with professions and the short dialogues with the verb to be linked with professions. They will not be graded at this point.

This section will be updated to determine where to place the focus for the next day's lesson.

LINKAGE

At this final point it is important for teachers to decide another type of activity that will motivate the students need and interest. So a sequence activity can be dangerous because it can be predictable and the same strategy. This will likely be less motivating and enthusiastic for them than if their curiosity. is aroused. So we as teachers need to find a balance between predictable, safety and unexpected variety to raise our students autonomy.

  So on the following class, the teacher asks them

to bring pictures about their families and explains them that they are going to talk about the members of a family. She invites them to investigate the titles used for family members.

My reflexions: Jose My reflexions: Jose HernandoHernando As a teacher of English language, I am used to

preparing a lesson everytime I have to face to any single class . Actually, making a lesson plan is a very important part of our job as teachers. However, sometimes it is not as simple as it seems. During the time I have been working as a teacher, I have had to learn to plan according to the specifications that each institution establishes as part of their policy and sometimes some plannings are not as useful as they are supposed to be. However , in this new instructional planning that you have taught us in this module , I have found that it has come to simplify our job as teachers. I think that this new way to plan our class makes our teaching easier and more interesting for our students.

My Reflexions: MIRTHAMy Reflexions: MIRTHA The written management plan along with the supporting artifacts

demonstrated my commitment to incorporate management strategies that foster positive and respectful personal relationships, centralized student involvement in the establishment of classroom norms and expectations, and blended into the fundamental structure and study of the language arts discipline. These in turn illustrated the positive, supportive and effective classroom in which students were caught up in their natural curiosity and drove toward learning. As a student teacher I was bombarded with theories, strategies, and helpful tips concerning how best to construct, or at least, what to consider when establishing my classroom environment. This advice, coupled with my own experiences as a student in close to fifteen years of sitting in classrooms, and I also learned that instead of merely imitating the good teaching practices I had witnessed, I would need to analyze effectiveness in given situations, combining new strategies together, and ultimately altering them to make them my own creativity.

Looking back now at the classroom management case study I created, and comparing it with my experiences with enacting the plan in the classroom, I realize two important things. First, my initial beliefs and aspirations for creating my ideal classroom environment remain unfettered by my experiences. I continue to believe that a classroom environment that fosters the high level of student learning and engagement for which a teacher strives requires both the establishment of a respectful and vibrant community of learners, as well as the ability to understand and implement into the structure of lessons a variety of communications and management tools. Through thoughtful planning, reflection, and implementation of strategies made personal through experience and experimentation, a classroom becomes a stronger conduit of student learning and growth. The second realization comes with a comparison of the management strategies I had at my disposal at the point of writing my plan and the vastly enhanced litany of tools I discovered through the process of experiencing new challenges, reflecting on the need for change, seeking collaboration and feedback from colleagues and administrators, and implementing new methods. Each time I engage in this learning cycle, I improve my ability to better manage my classroom. Each time I admit that I have more to learn, I inch closer to bringing my ideal classroom to life becomes.

My Reflexions: ElviraMy Reflexions: Elvira SINCE THE TEACHER IS CIRCULATING

AMONG THE STUDENTS, SHE MAY DETECT FACTORS LIKE STUDENTS NOT BEING ABLE TO ARTICULATE OR PRONOUNCE WELL, OR ENCOUNTER WITH STUDENTS WHO ARE TOO SHY TO WALK AROUND THE CLASSROOM FEARFUL OF BEING LAUGHED AT. AN IMPORTANT FACTOR FOR TEACHERS, IS TO DETECT SILENCE BECAUSE OF HIS OR HER PRESENCE AND KNOW HOW TO HANDLE THIS SITUATION CAREFULLY BY NOT GETTING IMPATIENT WHEN THIS HAPPENS.

SINCE THE OBJECTIVE IS TO CREATE A FRIENDLY ENVIRONMENT, THIS ACTIVITY ENCOURAGES ACTIVE LEARNING BECAUSE IT GETS STUDENTS TO MOVE AROUND AND PRACTICE THE LANGUAGE FREELY, PROMPING COOPERATION AMONG THEMSELVES BY HAVING THE OPPORTUNITY TO CORRECT EACH OTHER, INCLUDING THE GUIDANCE OF THE TEACHER IN LEADING THEM INTO A SUCCESSFUL ACTIVITY WHICH MAY CREATE MOTIVATION AND INITIATIVE TO COME TO THE TEACHER FOR ADVICE ALLOWING THE TEACHER TO NURTURE STUDENTS IN INDIVIDUAL GROWTH AND ABSOLUTE ACHIEVEMENT.

Our teams purpose of establishing an e-portfolio is to put in use cooperative learning, and as teachers actively participating in the 3rd. Module of

Methodology and practicum in English Language teaching II, we would like to share our sample lesson plan, the classroom management planning of this, and all the factors, aspects and teaching strategies we took in account, including samples of instructional material selected from internet as well as our conclusions and reflections while working as a team. As a team we took particular awareness in including the cognitive, affective and psychomotor outcomes, in our planning and, as stated before this planning in a whole will help shape our behaviour towards people work and our world.

The efforts of our teacher Maria Isabel Hernandez along with our efforts should result in a change of academic conditions, this change is the motivation that should serve for better control of classroom management thus achieving absolute sucess in our goals as English language teachers