Bas3 Sem2 clas4

Traffic and Class Discussion

Introduction to the Conversation

• The conversation begins with greetings between Claudia and the teacher, discussing the topic of wooden spheres.

• Claudia expresses frustration about spending four hours due to traffic while trying to reach a different location.

Traffic Issues in Mexico City

• The discussion shifts to the challenges of traffic in Mexico City, which is described as "horrible."

• Claudia mentions her proximity to the metro but notes that getting a taxi can take a long time due to heavy traffic.

Class Structure and Review

• The teacher addresses the class, confirming there was no homework assigned as they will continue with lessons.

• A review session begins where students are asked to repeat vocabulary related to locations (e.g., "across from," "on the corner of").

Vocabulary Practice

• Students practice phrases like “the bank is across from the flower shop,” reinforcing their understanding of spatial relationships.

• The lesson continues with terms such as “between,” “behind,” and “next to,” providing examples for each term's usage in sentences.

Question Formation and Responses

• The teacher introduces questions regarding locations, emphasizing how to ask if something exists nearby (e.g., "Is there a post office near?").

• Students learn how to respond affirmatively or negatively about singular and plural nouns concerning location inquiries.

Location Descriptions in English

Understanding Directions and Locations

• The speaker discusses various ways to describe locations, such as "the church is next to the club" and "is behind the shopping center," emphasizing the importance of using correct prepositions.

• Claudia is prompted to identify the location of a car park, with clarification provided on terminology; "car park" translates to "estacionamiento."

• The discussion includes specific locations like "behind the church," highlighting how context can change understanding of spatial relationships.

• When asked about an Italian restaurant's location, options like "across from," "next to," or "between" are presented, stressing that only one option should be chosen for clarity.

• The necessity of pronouncing both landmarks when using “between” is highlighted, reinforcing proper communication in describing locations.

Engaging with Questions About Locations

• Johana is tasked with asking about a tall building's location, leading to responses that clarify its position as being on a corner.

• Mercedes asks about the supermarket's location; initially described as “behind,” it’s corrected to “next to” for accuracy in spatial description.

• A question regarding the hospital leads to confirmation that it is located on Palm Street, demonstrating practical application of learned vocabulary.

• Fernanda queries about the bank's position; discussions around phrasing emphasize precision in language use when giving directions.

• Clarification on street naming conventions suggests saying “on Palm Street” rather than just referring to corners for better understanding.

Further Exploration of Location Vocabulary

• Luis identifies a hotel’s location between two establishments (chemist and FBX), showcasing how descriptive phrases enhance clarity in navigation.

• The term “chemist” is explained as equivalent to “pharmacy,” illustrating variations in vocabulary across different contexts and regions.

• Discussion shifts towards identifying police station placement next to another landmark (hospital), reinforcing relational positioning in descriptions.

• A question regarding a theater leads back into clarifying terms related to time versus space—highlighting common confusions among learners.

• Brian engages with Claudia about locating a public library next to a restaurant, further practicing directional language skills.

Conclusion: Key Takeaways

The session emphasizes:

• Importance of precise language when discussing locations

• Use of appropriate prepositions for clarity

• Engagement through questions enhances learning

• Variations in vocabulary can lead to misunderstandings but also enrich learning experiences

Understanding Directions and Future Predictions

Vocabulary Review

• The instructor reviews vocabulary related to directions, asking students for translations of terms such as "across" (cruzando), "on the corner" (en la esquina de), and "between" (entre).

• Students are prompted to define words like "behind" (detrás) and "near to" (cerca de), reinforcing their understanding of spatial relationships in English.

• Further vocabulary includes "next to" (al lado de) and "in front of" (en frente de), with students successfully providing translations.

• The session transitions smoothly into a new topic after confirming comprehension of the reviewed vocabulary.

Introduction to Predictions

• The teacher introduces a reading exercise about future predictions, emphasizing the use of phrases like “cash in the future” and “electric money.”

• A key expression discussed is “I don’t think so” (no lo creo), which will be frequently used in conversations about predictions.

• Students engage in predicting what will happen with money, specifically discussing the potential disappearance of cash in favor of digital currency.

Student Engagement on Future Predictions

• Monserrat is encouraged to create her own prediction, leading to discussions about using chips instead of cellphones in the future.

• The conversation evolves around how these chips would be integrated into our bodies, showcasing imaginative thinking among students.

Discussion on Technology's Role

• Fernanda contributes another prediction regarding artificial intelligence, suggesting its increased usage by everyone in the future.

• Luis predicts that electric cars will replace gasoline cars, highlighting a shift towards more sustainable technology.

Grammar Focus: Future Tense

• The lesson emphasizes using simple future tense ("will") for making predictions.

• Students practice forming sentences with “we will use” and “we won’t use,” solidifying their grasp on expressing future intentions.

Reflection on Past Experiences

• Oscar reads an instruction prompting students to reflect on their past year by mentioning three things they were happy about and three regrets.

• This activity encourages personal reflection while practicing past tense structures related to happiness and regret.

Regrets and Joys: Reflecting on the Past Year

Introduction to Regrets and Happiness

• The discussion begins with a prompt for participants to share three things they regret from the past year, setting the stage for reflection.

• An example is provided where one participant expresses happiness about learning English and regrets not exercising enough last year.

Sharing Personal Experiences

• Participants are encouraged to articulate one positive experience and one regret from the previous year, emphasizing personal growth.

• A participant shares their feelings about teachers being "evil," indicating a negative educational experience that contributes to their regrets.

Activity Instructions

• The facilitator clarifies that participants should express both joy and regret in sentences related to their experiences from last year.

• Emphasis is placed on using past tense when discussing these experiences, reinforcing the focus on reflecting back rather than forward.

Examples of Regrets and Joys

• One participant mentions changing jobs as a significant event, prompting questions about timing and reasons behind this change.

• Another shares visiting family in the USA as a joyful experience while expressing regret over missed holiday opportunities due to work constraints.

Learning New Skills

• A participant discusses learning how to bake chicken at home, highlighting personal achievements despite challenges faced during the process.

• The conversation shifts towards another participant's new stationary store venture, showcasing entrepreneurial spirit amidst reflections on past regrets.

Conclusion of Reflections

• Participants continue sharing various experiences such as joining specialties or sports teams, illustrating diverse paths of personal development over the past year.

• The session wraps up with discussions around working less last year but finding joy in family visits, encapsulating a blend of emotions tied to personal growth.

Class Discussion and Activities

Initial Questions and Engagement

• The teacher initiates a discussion by asking if students had any issues with sentences or if they have questions.

• Students respond positively, indicating readiness to continue the lesson.

Audio Activity Introduction

• The teacher prepares to share an audio clip for a song activity where students will fill in missing words.

• Students are instructed to note down the missing words as they listen to the audio.

Word Fill-in Exercise

• As the audio plays, students begin identifying and filling in words; "done" is confirmed as one of the answers.

• The teacher explains that "C" can be informally shortened to "cuse," although it’s not formally correct. This highlights informal language usage.

Student Challenges and Feedback

• Some students express difficulty understanding certain parts of songs compared to dialogues, indicating a common challenge in language learning through music.

• The teacher encourages practicing with songs at any time, suggesting that repeated listening can help improve familiarity with pronunciation and text comprehension.

Homework Assignment Overview

• For homework, students are tasked with writing something about love—this could be a short story or their opinion on romance stories, allowing creative freedom.

• The teacher checks for understanding regarding the assignment details before concluding the class session.