Lesson 2: Family and Friends (Pets)

First Part: Family and Friends

Teachers: Fátima and Lily

The objective of the first part of the class was children being able to use the vocabulary words me, grandma, grandpa, teacher, and friend and then they had to answer the question “Who’s that?” by using the new vocabulary words. During this lesson we saw that the use of a flipchart to present the new vocabulary could be very useful to children because they can not only to listen to the words from the teacher but also to see a picture which represents the new word (see picture 1).  One of the activities we like the most is one called “Self Portrait.”  There were some covered pictures of children on the wall, and the teacher asked each child to pass in front of the class and to uncovered one of the pictures. Then the teacher asked “Who’s that?”  When children watched their own they answered “It’s me” (see picture 2). Children were surprised to see their own pictures, and some of them were asking, “Cúando nos tomaron las fotos?”  Also, they like to have their own portrait. This lesson was quite similar to the first one due to the fact that teachers had to teach not only vocabulary ( which was new) but also a part of grammar concerning to the question “Who’s that?” children were able to learn the new vocabulary as well as to answer the question. Even though children had difficulties to remember the word “friend”, we think that the objective was achieved because children internalized the rest of the vocabulary words, and they understood the question.

Picture 1. Here it is the flipchart used in the presentation of the lesson.

 

 

Picture 2. Children watching their own pictures.

 

Second Part: Pets

Teachers: Pilar and Karla

In this second part, children were exposed to some vocabulary words about pets such as “rabbit, dog, cat, turtle, fish, and bird.” Children had already been exposed to some vocabulary words; however, they did not remember some of them. One of the most interesting activities was one in which children had to make the sound of some animals and their movements. For example, children had to walk slowly as a turtle, they had to fly as a bird, also children had to make bubble sounds in order to imitate a fish, etc. We like this activity because children were having fun and they seem to be happy performing not only the animal sounds but also their movements (as we can see in the picture 3). Another activity was called “Pet Shop” in which children got fake money in order to buy the animal they wanted (stuffed animals).  Children were excited to get their turn to choose the animal they liked (see picture 4). Teacher asked, “Is that a…?” and children had to say yes, it is or no, it isn’t. Also, the teacher asked to give her some fake money for her to sell the animals.

 

Picture 3. Children imitating the movement of a turtle.

 

 

Picture 4. Pets shop.

 

 

Analysis

These two lessons were very different from the first one due to the fact that the oldest children did not attend the class; however, it was very surprising to see that the youngest children did an excellent job. They were able not only to acquire the new vocabulary but also to respond when teachers asked them. Therefore, we can see that their development is increasing and they as well as the oldest children are learning and acquiring the language. Throughout these course we have seen that children are tended to do what the “smartest” (all of them are smart, but they have realized that two of them have more English knowledge) children do, for example, when they do not know the answer of a question, they wait until Genesis or Saul give their answer, then they repeat what they say, but in this last lesson neither Genesis nor Saul attended the class; however, they identified a new “leader.” We were surprised because one of the shyest girls was participating. In one of the activities they had to circle what they listen to, for example, if the teacher said, “it’s my grandma,” they had to look for the picture which belonged to the grandma. We realized that Allison was the first one to circle each picture and the child next to her copied what she did, and then the other ones like in a chain.  Another important point is that children are getting used to see each other. Now they trust in each other and they talk as if they were close friends.  Regarding to participation, it was grateful to see that in the two lessons children were participating all the time, ant they enjoyed a lot.

Lily: In my own experience when we started the class I tried not to feel nervous, and at the beginning I felt a quiet relax, but I started to feel nervous when I was using the puppet (with one hand) and at the same time I had to do other things only with one of my hands. This was in the first activity when I presented the vocabulary of the lesson. At that moment I felt proud of children because they were able to internalize and repeat the new vocabulary, only one of the word was quiet difficult for them to remember (it was the word “friend”). Even though I was a little nervous I enjoyed the activities and I think that children did too. Despite of the fact that at the beginning of the class I was concerned that it would be a very difficult lesson because the older children were not present, only the youngest attended the class; however, the children did a very nice job; they participated in all the activities and were able to acquire the new vocabulary. At the end of the class, despite of some mistakes we made (because we don’t have too much experience) when developing the lesson, I think we achieved our objective of the lesson. Moreover, I have realized that even though teaching English to children could be quite difficult I like it because I enjoy doing it. I really love it because I like children and I feel that I like them too. I think that for all my classmates it is grateful to see that children (in all the lessons) are acquiring the vocabulary by developing different activities we prepared for them.  

 

 

Karla: My experience while teaching English to young children was very interesting. In the lesson about the family and pets, I had to develop three activities (which were part of the practice stage of the lesson). I was very nervous (but not as in the first practice I did). I was very disturbed when one of the activities did not work as I was thought it, and I realized that time was passing to quickly and children were not finishing the activity. However, in the second activity I felt that I enjoyed it, for example, the activity in which children had to make the sound of some animals and imitate their movements  I really enjoyed that part of the lesson when I saw that children were not only making the animal sounds but also they were smiling a lot. After teaching the lesson, the teacher gave us feedback, and asked us if we would like to work with children, and I said, “No,” but after some thinking time, I changed my mind, and I realized that maybe I did not want to teach children because I had not practice enough time with them   Now, I think that I would like to teach children, and I feel happy to see that children are acquiring English knowledge, and I am part of their learning process I think that is the best rewarding I could get.