September 20th

Teacher´s: Ricardo, Jaqueline, Michell, Michelle Marroquin

Skill: Reading 

What I observed...

·         Reading Comprehension

·         Work grouping

·         PowerPoint/Questions

·         Pair work

What I was thinking...

       The activity in general was very good. I feel that reading did not help them, that some of them did not know some words. So, doing a little vocabulary could have made reading easier. Students who had a slightly more advanced English level could identify with the activity, but that limits others. I liked the activity of innovative inventions because they exploited the imagination and creativity of the students.

2ND Class 

Topic: Plans for the future
Skill: Listening

Teacher´s: Maria Nochez, Denisse Carranza, Kathia, Natalia, Gema

What are your plans for the future?

September 13th

Lesson: Professions and Trades

Type of lesson: Vocabulary

Teacher's: Sara Regina, Tirsa, Abigail, Carolina, José Ariel

It is important for the student to relate a word to images. It may be easier for them to memorize it. The class was fun and dynamic and I think that is the fundamental basis.

What I observed...

·         Student’s participation

·         Work grouping

·         Vocabulary

·         Questions

2nd Class

Topic: Modals

Skill: Grammar

TEACHER´S: Jose Bonifacio, Sara, Dania, Karen, Ligia

May and Might are modal verbs. They can normally be interchanged without a significant difference in meaning however Might often implies a smaller chance of something happening (when expressing possibility).

September 6th

TEACHER'S: Abigail Guevara, Sara Dominguez, Tirsa Guevara, José Ardón and Carolina Zúniga

Topic: Comparatives and Superlatives

Type of lesson: Grammar

What I observed...

·         Grammar rules

·         Comparative/ Superlatives adjectives

·         Student’s participation

·         PowerPoint presentation

August 30th

Teaching Classroom

Teacher's: Jose Bonifacio, Sara, Dania, Karen, Ligia
TOPIC: ON THE PHONE
Skill: Vocabulary 

What I Observed...

·         Work grouping

·         Explain /Discussion

·         Class activities

The activity that they decided was: Chinese Wispers Game

Chinese whispers known as telephone in the United States is an internationally popular children's game, in which the players form a line and the first person in the line whispers a message to the ear of the next person in the line, and so on, until the last player is reached.

The students may have different starting levels of English or they may learn at very different speeds for any number of reasons.

So, I was thinking that all of the above work (Vocabulary skills) could be done in the mother tongue, although I feel it is best done primarily in the target language.

2nd Class

Teacher's: Maria Nochez, Gema Mejia, Kathia Perez, Denisse Guzman, Nathalia Castillo and Amada Alfaro.
TOPIC: Texting

Skill: Reading 

We started the class with CLASS RULES... 

After that, students played a game called " Memory Game". Learning Abbreviations meanings . Besides, We (Teacher´s) posted the Tittle TEXTING on the board. Then, students used a handout.

Another activity was... The Roulette

We asked to students some questions that were in the handout. Once they finished, they came to the front and everybody had the opportunity to answer question that was wrote on the roulette.

Didactics learning

Present-Practice-Use

• Present - During this phase, Ss understand the context being used, the form, meaning and use of the vocabulary, function(s), pronunciation point or grammar, and/or the speaking skills (stating an opinion, pausing while speaking, interrupting, etc.), which are the focus of the lesson.   (Awareness)
• Practice - Ss practice the speaking skills and/or the language component of the lesson by doing tasks which

Ø  are designed to help Ss increase their accuracy or correctness

Ø  move from Ss’ having no choice of what to say (repetition or drills) to more, but still limited, choice of the form, meaning, or use of the skill or language they use in the activity. (Accuracy)

• Use - Students use the language or skill to complete a communicative task similar to an activity they will or may do outside the classroom. (Fluency)

The PDP Framework

Teaching Students to comprehend Spoken English

• Active Listening
• Processing What We Hear
• The Purposes of Listening
• EFL/ESL
• Listening Activity
• Interating as a Listener
• Comprehending Extended Speech

Teaching Reading

• Research on Reading a Second Language
• Types of Written Language
• Characteristics of Written Language
• Microskills for Reading Comprehension
• Strategies for Reading Comprehension
• Types of Classroom Reading Performance
• Interactie Reading Techniques

About the author

              

           My name is Amada Alfaro, I am in tenth semester in Bachelor’s degree of Translation and Interpretation at “Universidad Evangelica“. Since I began studying I have always wanted to become a translator. One of the aspects that called my attention was that, since it’s a new career, it’s different from the ones offered by all the universities in the country. It provides a complete curriculum with interesting subjects. On the other hand, the advantages over the other universities were that I could combine writing, language and values at the same time while I learn a foreign language. I think that, in order to make a good translation, is part talent, attitude, knowledge and practice because it needs and extreme degree of respect.

   I would describe my personality as very outgoing, easy to talk to, good listener; I understand people and make friends very easily. Also, I have good leadership qualities. I’m confident and extremely determinate person, considering Myself perfectionist because I pay attention to the details since translating requires intense concentration for long periods of time.

In the end, I consider myself an innovator. At the same time, I think my proactive style would fit in really well in this country especially in this particular role how a translator .