INSAFORP PRACTICE 06/14/2019

TELLING THE TIME PRACTICE

SIMPLE PRESENT QUESTIONS PRACTICE

READING PRACTICE I

READING PRACTICE II

LISTENING PRACTICE I

LISTENING PRACTICE II

LISTENING PRACTICE III

PRACTICE ON NUMBERS

YES/ NO QUESTIONS PRACTICE

LISTENING PRACTICE

LISTENING PRACTICE II

LISTENING PRACTICE III

LISTENING PRACTICE IV

READING PRACTICE I

PRESENT SIMPLE QUIZ

INSAFORP PRACTICE O6/07/2018

Listening on Jobs

Listening on Simple present

Listening on Simple present I

Present Simple Grammar practice

Present Simple Quiz

Present Simple Quiz I

Present Simple practice

Present Simple practice online

Simple present Writing

Simple present Yes/No questions practice

HAVE and HAS practice

Simple Present Routine Listening

Video and listening on Simple present

Reading Comprehension of Simple present

Reading Comprehension of Simple Present

Reading Comprehension Practice

INSAFORP MOD 1

In the following links, you will find practice for unit 1 of the first beginner module of the program INSAFORP.

Alphabet (listening practice)

Alphabet (listening practice II)

Practice on "yes/no questions" verb to be

Practice on the verb to be

Jobs and occupations practice

Listening practice

Listening practice II

Listening practice III

Listening practice IV

Lyrics training

Reading

Listening about names

Possessive adjectives

Mechanical reading practice 1

Mechanical reading practice 2

Mechanical reading practice 3 

The last practice of the last period of the last year of the major!

This is the last time that I tell you hello bloggers. I have reached my last practice and I feel proud of what I have done. The last class was pretty nice for me. I arrived early to the classroom and wrote the agenda that I could develop completely. To start, I just greeted the group. Then, I told them in a please way to use the desks I wanted them to use as I needed the class to be sitting in front of me for the warm up. I divided them in 2. After that, they chose a representative of each group. Those two representatives had to draw parts of the body that I told them. The first group who guessed the word scored a point. The students enjoyed this a lot. Getting in matter with the session, I started to speak about adjectives to describe our faces. In order to do it I asked them to take out their books and work on certain pages. They did that quickly but well. Later on, I passed to the next activity which was the explanation of certain adjectives to describe hairstyles, parts of our face and eyes. I pasted a chart with some drawings to do that and started to release the data I have about the adjectives. I also used drills and provided real examples.}

The next point in the agenda, was an activity of the book called “optimistic or pessimist?” what I liked about this was that all students participated.  The last activity I did by that time was a fill-in-the blank practice on the use of “for” and “since”. It was the last one. I gave each student a page and they did it faster than I thought.

To finish, I just elicited responses and corrected the mistakes that eventually came up. so, people we can say that we are done with this. Now we have to wait for the best to come. Teachers a congratulate you and I do wish you the best. Blesings.

One more and done!

Hello dear bloggers! Thank you for reading. Well, as you already know I’m working with intermediate I time. Let me tell you that for this second class, I was eager to teach. I had prepared some good activities and I knew the students were going to enjoy them. To begin, I greeted the group and gave them pieces of paper that I had already folded for them to write their names and put them on theirs desks, so that I could call students by their names.

As the warm up, I developed the activity “can’t say yes/no”. I gave them pieces of paper and they had to draw a heart; then, they went and asked around questions to one another and the people who said “yes/no” as a reply, they lost. I saw students really enjoyed the game. Once that I had set the mood, I went on. The first activity was about dynamic and stative verbs. The exercise was about sorting. They (the students) did really well this exercise. Afterwards, I had a speaking activity in which the students worked in groups.  It was unfortunate that I had only 9 students, but I still enjoyed it. They discussed some situations as the target structure was modal verbs. Once that they had discussed, I did a TPR activity called “do this, do that”; if I said “do this” they had to follow my movement, and if I said “do that” they did not have to follow what I did. Whenever someone did what they did not have to, there was a penalty and I asked that person to respond me what they had discussed in groups. I really liked that.

As the next point, there was a little practice on subject and object questions. They had already seen that, so it was a review basically. To finish, I developed “moving papers”. This last activity was about modals. I pasted papers on the walls around the classroom. In each of them, there was a situation and they had to write pieces of advice according to the modal they saw above the situation. All the group participated and really enjoyed when I was checking. In that way, I had concluded my second class. It was a very good experience. Hope you all feel the same by this time. Blessings bloggers.

The last period thank God

Once again, hello bloggers; it’s great that we had started the second period; hopefully everything will be going on ok. First let me tell you that I developed my first class with the group of English of intermediate I. Generally, it is a nice group; the students are very participative and it’s pretty easy to manage them.

To start the class, I developed a warm up activity called “ping pong words”. I could see that the students really enjoyed it and that helped me to set a nice mood and to give time for the late comers. After that, I started with the first activity. The practice and target structure I had to develop was about dynamic and stative verbs, an about subject and object questions. I began with some questions to activate the students’ schema. The majority was used to the topic; thus I gave copies in which they had to sort some verbs. 

The next exercise was about identifying the verbs in those two categories (either stative or dynamic) but this time, students had context. The only thing they had to do was to write “correct” “incorrect”.  Here’s a sample.

1. Are they having a good time?              _______________ 

2. I am thinking you are a nice person.                  _______________

 It was nice that students did not have any problem with this, so they really knew the difference between them.  Having done that, I moved on to the next part of the class. This was developed individually and it was about subject and object questions. The purpose here was to identify the right questions as possible answers to certain sentences. Here’s an example.

I bought a newspaper this morning.
    What bought you this morning?
    What did you buy this morning?
    What you did buy this morning?

Ø  Being done with that, I worked out with the last activity. The idea here was for students to put the words in the right order to make a question. It was like this: he/who/visit/last week/

I wrote some of them in the board and dictated the rest of them. However, in the feedback my tutor told me that I had to make sure that the students write correctly and I did not do it. It is worth to mention that if it is true that I did not check that, the students did well in this activity. In that way, I had finished my first class. By the way, something else that the teacher told me when giving me feedback was the fact of calling the students by their names; so, people don’t commit the same mistake. Have a nice day, and thank you for reading.

Last class in advanced I

Well, the second period is done people. Let me tell you that this time I felt comfortable with my job in the classroom. The communication with my tutor was better than the last time, much better. This time, I was only in charge of the practicing part about narrative tenses; nevertheless, I had to study the topic again since I just remembered a little and I wanted to be sure and, mostly, prepared in case that a student came up with a question. Fortunately, everything went on well.  The last class, I had had problems with discipline. So this time, I was very clear with the class and told them to please respect me. I told them that the fact that I was doing my practices did not give them the right to disrespect me.

I got into the classroom and as I know my tutor, as a warm up, I just asked questions about narrative tenses to which the students responded me wisely.  Right away, I started the class checking a homework they had in the book. To solve this took me like 15 minutes. Afterwards, I developed a fill-in-the-blank activity (all of the activities were written as they had already been practicing speaking). For this, I gave the class 15 minutes as the page contained several exercises. Right after, I started to check. I did the first one and then, I tried to include everyone in the class so that each of them could tell me his/her answer. By the moment a student was telling me the last answer, I had spent 50 minutes of my time, so I knew that it was time to finish. I decided to start the last activity that I had for them which was a reading. I gave directions and they started to work. The rest of the activity was developed by my tutor, hopefully. It was in this way that I developed my last practice of the second period. It’s been a tough period with the practices and I’m hoping to have a better one next time. Thank you for reading. Blessings.

2nd practice! Advanced English I

Hello guys!!  Almost done with the 2^nd period!

Let me tell you that I did not have a good experience in this opportunity. I can say that the communication with my tutor was the problem. However, that does not mean that I blame him for what it happened. I will share with you the difficulty I had. First, I had prepared some points of the lesson plan I had. Then, I looked for an extra activity. What I did not know was that my partner had already taught what I was supposed to teach that day. Even worse, I did not realize that till I get to the university minutes before teaching my class. I waited for the teacher and explained to him what it was happening. He told me that I could developed some pages of the book. I accepted the challenge; nevertheless, I must say that I was not comfortable with the class. It was like if I was improvising. I felt that I had not prepared anything and it was not because I did not work but for any reason this happened. Plus, the group did not collaborate in my class. I really got annoyed because of that. I started the class with the activity that was supposed to be extra. For sure that before, I developed a warm up.

As you can see the class was not developed the way I expected to do it. I felt everything it was wrong. When giving me feedback the teacher told me that not everything had been bad at all. The positive side of this was that I learned that things are not always the way we expect them to be. It can happen to anybody and we have to be prepared for everything.

I close for this time, and I would like you to share with me some comments about what you do when people are not with a good disposition or attitude in the classroom. I have tried some things and some of them have worked and some others have not. I tried to do my best but this time I could not do it. I had never faced a situation like this but still I learned something good from something bad. I hope that you did not have any difficulty people. Keep calm and teach nice!!

First experiencie, second period!!

How are you doing bloggers?  I hope everything’s fine! Well, this time I want to share with you my first experience of the second period. I taught to the Advanced English I group. I think that I did it well; however, I have to say that I could have done something better; I think that the class was too simple; to be sincere, I did not follow the lesson plan because I considered the time of some activities was going to “steal” me some time. I prepared exactly the 50 minutes on my own; for sure, I prepared something about the topic, which was the future continuous and future perfect.

For starting the class, I wrote on the board a quote saying something about the future as I was going to talk about that. I told the class that, to some extent, we can predict our future. Afterwards, I wrote on the board “what will you be doing tomorrow in this time tomorrow?” they responded me with simple future, and I wrote that on the board. In that way I had introduced the topic as I made the contrast with future continuous tense. Then, I explained the grammar part in a very general but clear way. After that, I asked them to give me some examples to see if they had gotten it, and I could see that most of them did it. As I noticed that, I developed this activity called predictable future.

Predictable future

Have each person in your class write down what he was doing each hour of the day yesterday. Then have students exchange papers and rewrite their classmates’ schedules assuming tomorrow will be the same as yesterday.

Later on, I developed another activity which consisted on rolling a dice. Once that I have developed it, I could see that the students enjoyed it. The next step in the agenda was the future perfect. I did almost the same that I did with future continuous; I explained in a general way; I provided examples and then I made a comparison between the two tenses.

I told them that the future continuous was like the equivalent of what the past continuous is for the simple present.

After explaining all those points and giving the students some practice, I finished and thanked the students for their collaboration and I was done with the first class of the period.

English Access last entry!

Hello again dear bloggers!! I hope everything is going on well with you. I’ll be brief this last time. I was teaching in the English Access program. My last class there was on Monday 12^th. The class was divided into 4 principal parts. The warm up. A reading activity. A speaking activity (Group work) and, finally, a “find someone who” activity. All of them about modals which was the target language.

The warm up

In this class, I developed the popular “rabbit wall and arrow” warm up. It was just to set the mood of the class and give a little bit more time for the late comers. I saw the students felt better and had fun when doing it.

Reading

The main objective of it was to identify and underline the modals. Before developing that, I showed these images to the class so that they started using the modals. “He might be sad; they must be angry” and so on.

 It worked very well under my view point. To finish this, I elicited some of the students’ responses and I read along with the class in case that there were new words or a problem with pronunciation.  

Discussion (speaking activity, group work)

This activity was successfully achieved. In groups of 4, they discussed questions about real-life situations. Questions such as: “Should marijuana be legalized? What must you do in your country to obtain a driver’s license” among others. In this way, I think the students practiced consciously and unconsciously the modals. Plus, it was a thought provoking activity. To close this, I elicited some responses to see what they thought about and to see if they used the modals for sure.

“Find someone who”

This is a popular and common activity. I noticed that the students enjoyed this as it contained interesting questions. This was for using the modal “can” only. To close this, again, I elicited some of the students’ responses.

The class was very good, I think. However, one of the things that went wrong was the fact that not all the students were there. Also, I forgot to write the objective thought I did it in the middle of the class. Then, I think that I did maybe not a great job but a good one.

2nd English Access Class (Great experience)

Hello everybody! I hope everything is fine with you all. Sorry for the delay of this second entry, but there were some inconvenients and I could not teach before.  

To start, I can say that I was sort of tired that day (Friday 9^th) it was a very busy day; however, when being there in the class with the students I forgot all those stuff. I started the class like 3 minutes later. I greeted my students and asked them how everything was to which everybody said “fine” and “nice”; after that, I encouraged the class to participate in the session by saying that the class was going to be a nice experience. Later on, I started with a warm up called “Emotional Mirror”. Here I leave you what this consists on in case you want to put it in practice:  players in pairs, facing each other. One starts talking in gibberish, with a specific emotion (angry, happy, in love, you name it). The other instantly copies the emotion of the first player, and speaks in his own gibberish. No need to try and copy the other player`s gibberish, and both players keep talking, no pausing allowed. After about 10 seconds, the second player changes emotion, and the first one immediately follows her. I saw that my students really enjoyed this activity. They had a lot of fun and that was a great beginning for the class.

Afterwards, I started the class by showing a collage which contained many images of actors and singers who at the same are also actors. I asked the class to tell me who of the actors they knew. They knew some of them, so they started to remember some movies and share some opinions about them, and that was the idea as the class was going to be developed about vocabulary related to movies. It was a great and thought-provoking way to begin with the first activity. The first activity was a series of questions. It was a discussion, so I asked the class to work in pairs.

These are the questions I gave to them.

Honestly, I noticed that my students were working with motivation and were discussing the questions excitedly. After some minutes, I elicited some responses in general so that some of them could share their ideas with the wholes classroom. I did that to close the activity.

The next activity was a conversation about movies which contains some phrasal verbs. I put my students to read the conversation; boys and girls participated, so everyone were included. Afterwards, I clarified the meaning of some of the words they found there. I gave examples and the meaning of some of them. A good way to clarify the meaning of the words is to say the opposite such as: “succeed” “failure” and so on, and, it was with that activity that I finished the class.  

What went wrong? When giving me feedback the teacher told me some of the aspects that I could improve; the classroom arrangement is one of those aspects. Also, my concern about the time that I had, and the necessity of having an objective. Even though he told me the things that I could had done better, he also told me the positives aspects too, and that is great. So, generally I can say that it was one of the classes that I have liked and enjoyed the most because I know that my students enjoyed it as much as I did as well. I hope to keep improving and doing my best and hope you all guys too. Any comment, suggestion or recommendation regarding the class is welcomed guys.

By the way people, I owe you the pictures again ;( ... hopefully, I upload images for the next time.. Blessings!!