In this third experience, the activities were developed without any trouble. For the warm-up, I handed out lyrics and students sang one song that contained target conjunctions for the class. I did it following a suggestion from my tutor, because last class, the group liked the song but did not get a chance to sing.
For the presentation, I used a "holidays" listening from the student's book that was suitable. There were a couple of questions and students were asked to select the most adequate conjunction for each case.
Then, for the grammar focus, I pasted a chart on the board. It served to contrast the differences, uses and examples of "since" and "for", as well as present perfect simple vs continuous. I also gave definitions and explanation of new terms from the vocabulary section.
Afterwards, students worked on exercises from a "since" or "for" worksheet. When the time limit was over, they helped me to check the answers. They only got one wrong answer, which showed their understanding.
In the final activity, students got in pairs and I gave them "places" flashcards. They were to use "since" and "for" in the present perfect tense. They had some speaking practice, came up with a couple of sentences, wrote them down and shared them with the rest of the class.
I was able to include activities for 3 macro-skills and the students' performance was decent, so I felt satisfied with results. In addition, students felt comfortable asking me questions about new words and grammar. I hope my last class turns out fine too, thanks for reading.
I got early to the University. However, students from a prior class were still there and I couldn't start doing anything in advance (they left until it was past 9, I don't know why). Anyway, I handed out copies of song lyrics to students and they identified a couple of modals there while they listened to the song.
I liked the presentation activity as it was a reading and a listening at the same time. The audio was a narration of a passage found in the book. Afterwards there were questions including "could" and "have to". Furthermore, they discussed how much life has changed in their families, generation-wise, like in the reading.
The grammar focus aimed to explain the common uses of modals for advice (should, must), obligation (have to, must) and permission (could). I wrote down some example sentences. I clarified the structure of sentences using modals and the third person form. Introduction of new vocabulary was also a part of the class that I developed as new words came up from the practice and their inquiring.
In the following activity, students worked on a worksheet in which there were exercises that included a list of possible modals to write in each item. So, students selected the most fitting one for each case. I checked the answers with students and they got most of them right. They grasped both the affirmative and negative forms.
For the last activity, they worked in pairs. I handed out actors' photos that had a situation pasted in the back. Students pretended to be the manager of one celebrity. They were to give pieces of advice regarding the actor's training for a movie role. I prompted them to use "should" or "must" and to write down their ideas. In the end, they shared one of their advices with the rest of their classmates. The group seemed to be pleased with the class.
My first practice went well enough. It was a lot of work, but it turned out better than expected. The warmup consisted of having them read in an auxiliary language that does not need to be studied to be understood. Students were able to read it and found it amusing.
For the presentation, I played a song that had quantifiers and afterwards, I formulated questions from it. The song had a fun rhythm, so they seemed to like it. Subsequently, they read one passage aloud. There were questions and underlined quantifiers. They participated and identified the key elements.
The grammar focus followed. I got to the classroom before time and made a chart on the board. I included a definition of quantifiers, examples, and a percentage scale to organize them. I also added a vocabulary section for the new words found in the practice.
I handed out copies of a worksheet consisting of a "fill in the blanks" activity. They worked on selecting a proper quantifier for each sentence, and I monitored their progress. Then, when their time to answer was over, I had them check along the exercise with me. They got most answers right, so I was pleased.
To wrap up the class, I guided a speaking activity. They were to get in pairs and answer some questions that were meant for discussion and usage of quantifiers. Students engaged in the task and shared some of their ideas with the rest of the group, which was nice. So, I hope the remaining practices work out as well.
