While the time was happening I was feeling more confortable with the group, with the teacher, and with myself at the moment of being there.
That was my turn to participate again, but this time I was suposed to teach two stages from a lesson. The topic was "hobbies and pastimes", to be honest, I was kind of nervous, but I tried to do my best while teaching. The class started with a warm up activity that teacher Cristian develped making a review about previous topic. After warm up was my turn. For the encounter stage, I pasted the phrases and words that belongs to the vocabulary of the lesson, and I asked students to answer what they thought that those activities were. After that, to continue with the encounter stage we played the hot potato game in order to select students to pass to the front and match the definition of each activity and the word and phrases pasted on the board. Then, we check together if the definition and the words and phrases were correct. Most of them were okay, they just have some mistakes with the ones that was difficult to understand. Then, I asked them if they had a hobby or a pastime, and what were their hobbies.
For the clarify stage I introduced the new topic, that was "hobbies and pastimes", and I explained the difference between a hobby and a pastime, as we know a hobby is an activity that we take an special time to do it, something that we love to do, and a pastime, as the word says is just an activity that we do just to let the time pass, such as wath television or listening to music. Then, I introduced two questions: "Do you have a hobby/pastime?" and "What is your hobby/pastime?" for students this topic was not new, and they knew a lot of it. Then I explain the ways in which they have to answer to those questions, explaining the use of gerunds while talking of hobbies and pastimes. Always that we are talking about hobbies and pastimes we have to use the verb in gerund form, for instance: My hobby is playing soccer. Then I asked them to talk about their hobbies and pastimes by asking them questions, they had the chance to bring what they like to do. I just developed those stages, and teacher Cristian continue with the rest of the class.
The class continue with some work in the book to internalize the new knowledge, and put into practice the vocabulary and new structure about gerunds. Then for the fluent stage students were asked to talk about their hobbies and pastimes with a classmate in a conversation taking in consideration the uses of gerunds in their answers.
Then, after the break was the turn of my colleague Carlos to develop two stages, encounter and clarify as well. Teacher Carlos developed a warm up activity, in which he formed 3 different groups, then, he pasted masking tape, and asked students to write down all the names of the group, and the last to finish had to pass to the board and write down by dictation different sentences using gerunds. Then, for encounter stage teacher Carlos read a short story about a friend of him, and he asked to students to take notes. Teacher ask students to identify gerunds while he was reading the story. Students were participating providing sentences that they had listened to, and while teacher asked for details about the story, they were participating, even though they were not sure about the answers they tried to guess. For the clarify stage teacher Carlos introduced the topic that was present perfect continuos, he asked students if they know what present continous was, teacher asked students to pass to the board to write down sentences with present continuos from the story that they had already listened to. That was his participation, and then teacher Cristian continued with the class.
Teacher introduces structure for present perfect continuos, estudents were participaring a lot, because they had previous knowledge, the topic was not new for them. However, teacher continued explaining the structure: Subject + have/has + past participle been + gerund. Teacher explained the negative form of the tense, because teacher Carlos just explained the affirmative form. There were ccq's present, and students were clarifying their ideas. Teacher explained a little bit more about present perfect continuos, explaining how to create questions, using "have/has + subject..." Ccq's were present. For the remember stage teacher provided students pieces of paper to students with some sentences, they had to identify words like "since, for..." and he explained the function of them in present perfect continuos. Teacher passed the marker to studentd in order to select a student to provide possitive and negative sentences using present perfect continuos, then interrogative setences using in both "since/for." For internalize stage students had to work on their books, they had to write sentences using the present perfect continous, according to the pictures that were in the book. The class could not continue because they had a writting test.
