class 1

8:00 - the teacher starts the class. the teacher chooses a student from the class and asks him ti read for the class the grammar instructions of the unit. then  the teacher explains that the unit is going to be about the present perfect and its uses. The topic of the unit is concerned with “health”. Then she chooses another student to read the instructions for the vucabulary of the unit and then explains briefly about what kind of vocabulary they are going to learn about.

8:10 – the teacher asks the students to work in pairs and look at the potos in the first page of the unit in order to explian what is there in the first picture. She then explains the new vocabulay fund there (bandage, vaccination, painkillers, aspirins, pills). 

8:20 – the teacher reads a paragraph from the teacher`s book. it is a description of the symptoms some people have and they have to guess what kind of illness it is. She starts giving example questions for them to use when guessing. The illnesses are a headache, a sore throat, a flu. Then she teaches neww vocabulary conected with the passage. Vocabulary related to illnesses, health. Then the teacher aks the students to give an advice to the person who is ill (from the example read from the book) about what they have to take or do.

8:30 – the teacher plays the tape recorder and the students will listen. It says the same that she read to them some minutes ago and then continues with other people reporting other symptoms. The teacher writes in the blackboard new vocabulary connected with what they are listening to. Then she explains it and ask them tos ay what are the illnesses these people have based on their symptoms.

The teacher tries to make everyone participate but there is a group of students (boys and girls) who do nothing.

A student asks the teacher what is English learning for if he is going to study to become a dentinst. The teacher answers that english is a true need, that they are going to resourse to it in every aspect of life.

Then the teacher interrupt the class to ask a pair of students to stop distracting the others.

8:43 – the tape recoerder begins again. She explains new vocabulary connected with what they are listening to (a rash, chicken pox/ measles).

She asks the students to tell her what are the symptoms connected with different illnesses (food alergy, measles, flu). Then she asks them about what illnesses have they have and to talk a bit about the symptoms. All the students are willing to participate. Then one of them asks the translation of “insolado” into English. The teacher leaves the room to ask the teacher next door what could be the Word for it. Meanwhile they have to complete an activity. She returns saying that the Word is sunburnt. Then she checks the activity done during her absence. All the students have completed it.

8:50 – the class finishes with the teacher giving instructions to them to make sentences at home about illnesses making connections with what they have been doing during that class.

I think the class has been good. the contents were given based on the model of CLT: the students work in pairs, the activities are contextualized, when there was speaking on the part of the students, they were more or less fluent and the teacher helped them to finish the ideas. I think it was dynamic somehow because although the students sometimes were kind of naughty, they all did what they were told to do and the majority did it correctly. I think there were some interruptions because they were boring o because of it was early in the morning. it was shown they all knew what they had to do.