SECOND CLASS(SECOND PERIOD)

Greetings!!

On Wednesday September 11th I taught my second class and it wasn’t as good as the previous because I was tired and I had some problems with the computer and the game I used in the class.

Mental fatigue caused me troubles to think fast and remember some examples I had previously thought as well as to speak English correctly; during the class, I found myself committing many grammar mistakes, which I immediately self-corrected them.

For being honest, I wasn’t nervous neither worried because these things were happening to me inasmuch as I understand that as humans we can’t control everything so I tried to handle things with humor. Nevertheless, I felt kind of a shame with the teacher in a moment when I couldn’t remember an example for what I was explaining; it was awkward, this never happened to me before but I just said, as “El Chavo del 8”, -“But that’s the idea” so we all laughed and I continued as if nothing happened. Some minutes later, I found in the game we were playing the example I couldn’t remember so I remind ss about it and they understood my explanation better.

But…what went well?

Well, my lesson in general was good; it had three dynamic and interactive games and one speaking activity at the end.

As a warm-up, I did a common speaking and TPR game named “Swap chairs” for which ss had to use the adverbs of definite and indefinite frequency to make sentences.

Next, I numbered ss from 1 to 2 to make two groups; I did it in this way because the teacher told me that the newest ss, who always sit near the windows, don’t socialize with the former ss, who always sit near the door, so in this way I could have them all working together to play a game named “Jeopardy”, which I made. Take a look to it:

https://col125.mail.live.com/default.aspx?id=64855#!/mail/ViewOfficePreview.aspx?messageid=10f1706a-1aa0-11e3-aad1-002264c197ee&folderid=00000000-0000-0000-0000-000000000001&attindex=0&cp=-1&attdepth=0&n=1734851000

After the Jeopardy game, I gave each group a worksheet containing 10 sentences for which they found the Direct and the Indirect Object and the team who finished the task first and who had all the correct answers won candies; take a look to it:

https://col125.mail.live.com/default.aspx?id=64855#!/mail/ViewOfficePreview.aspx?messageid=10f1706a-1aa0-11e3-aad1-002264c197ee&folderid=00000000-0000-0000-0000-000000000001&attindex=1&cp=-1&attdepth=1&n=178695148

Finally, I did a speaking activity for which ss stood up and formed two lines in front of the board, one line in front the other one; then, I gave each ss a picture which their classmates used to make sentences with two objects and by using “for” and “to” in the prepositional phrase in which they included the indirect object. The mechanic was this: Each participant of line one moved to their right after having done a sentence of the picture of the classmate of line two, who was in front of them.  The activity finalized when the first person, in line one, did a sentence for the last person’s picture of line two. And finally, I checked the activity by showing some pics to the class and by asking them to share the sentences they made for them.

By the end of the day, it was a good experience because I learned from it; I especially learned the importance of resting at least some minutes before teaching.

Ok, that’s all….Once again, thanks for your comments beforehand. J