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JOURNAL
Trainee’s name: Ivón Valdez
Practicum level: Secondary - Elementary
Group: 1st
year (13 year-olds)
Date: November 17th
Lesson number: 1
This lesson was planned taking into account the Communicative Approach
because of the same reasons I chose it to work in 3rd
year: the students used the target
language just to perform the required tasks and not to communicate. Then, I thought
they need more exposure to the communicative function of the target language.
Besides, the lesson was organized through the PPP method.
The teaching strategies I used were miming and gesturing, showing objects to
help students understand vocabulary, and demonstrating what they were expected to
do when explaining instructions. However, it was sometimes necessary to repeat
instructions in Spanish since there were some students who didn’t understand in spite
of the strategies. When the lesson was over, I was bit disappointed because of that
since I hoped translation wasn’t necessary. Nevertheless, the local teacher told me she
was happy they understood almost everything although they weren’t used to listening
to the target language.
Students responded really well to the activities, and it surprised me that they
engaged in the production stage that much because I thought they might not be able to
produce the sentences I expected them to produce. And although nobody dared to
come to the front to write the date on the board, they raised their hands many times so
that I would check what they had done. They were also reluctant to read the sentences
they produced out loud, even though they had showed them to me to make sure they
were correct. I concluded that they are eager to do the activities but they don’t like to
speak in front of their peers nor to stand up and walk to the board and feel exposed.
As regards the material, students clearly preferred working with the copies
(because the activities were written) than orally.
The lesson was shorter because of two facts: first, the teacher that was working
with the group before me ended a bit later (just 5 minutes). Secondly, the local teacher
asked me to finish the lesson at least 10 minutes before the bell rings because she
needed to deliver something to the students (the students are growing some
vegetables with the Biology teacher, and she had left several bags with those home-
grown lettuce to the English teacher so that she handed them out to kids). Therefore, I
consider successful the fact that I had to shorten the lesson and in spite of that I could
use the time efficiently.
Trainee’s name: Ivón Valdez
Practicum level: Secondary - Elementary
Group: 1st
year (13 year-olds)
Date: November 19th
Lesson number: 2
This lesson was planned taking into account the Communicative Approach
because the students used the target language just to perform the required tasks and
not to communicate, so I wanted them to practise the communicative function of the
target language. Besides, the lesson was organized through the PPP method.
Because of the stormy weather and the heavy rain of the previous days, there
were a lot of students who weren’t able to get to school. There were only 7 students in
class. Therefore, the teacher decided that they didn’t do the test that day. I suggested
her I could deliver the following lesson I had planned, but I explained to her that I hadn’t
submitted it for correction yet. She agreed and I delivered lesson 3, but it was shorter
than expected because we left school earlier due to the weather/meteorological alert.
The teaching strategies I used were miming, gesturing, and pointint at pictures
to help students understand, and exemplifying what they were expected to do when
explaining instructions. It was still necessary to repeat some instructions in Spanish,
but fewer times than in the previous lesson because the students who assisted that day
where the ones who had less difficulties in understanding.
Students responded really well to the activities, and since I knew nobody would
dare to come to the front to write on the board, and because of the fact that during the
previous lesson I noticed they preferred writeen activities, I handed the pictures out so
that they could work from their places. They weren’t so reluctant to read the sentences
they produced this time, maybe because they were fewer and felt more confident and
less exposed.
As regards the material, students engaged in talking about the two famous
people I presented (Angelina Jolie and brad Pitt) but I wasn’t able to present the video
within the time allotted. However, I think the lesson was dlivered in a clean and tidy
way.
It was a success the fact that I could deliver the lesson in spite of the
drawbacks. And the fact that students are less and less afraid of participating may be
due to the fact that they understood they don’t have to understand every single word I
say.
Trainee’s name: Ivón Valdez
Practicum level: Secondary - Elementary
Group: 1st
year (13 year-olds)
Date: November 24th
Lesson number: 3
This lesson was planned taking into account the Communicative Approach so
tht the students could practise the communicative function of the target language.
Besides, the lesson was organized through the PPP method.
The teaching strategies I used were explaining and exemplifying what students
were expected to do; providing them with metalinguistic feedback by asking questions
and making comments on the formation of their mistakes so that I can help them
correct themselves without providing the correct answers; and walking around to check
who was having problems doing the activities and offered to help them individually. The
strategies used worked well.
Regarding classroom management strategies, I gave clear and simple
instructions, and allowed students to work in pairs in the self-assessment part of the
lesson so that they can reflect on the work their mates had done.
As regards materials, I decided to talk about famous people and their
possessions because it is a topic they enjoy.
Overall, I think it was a great lesson. Students felt very well when they knew
they could correct their work themselves. They put a lot of effort into their work, even
those students who had performed poorly. I think it was because they wanted to show
what they were able to do.
Trainee’s name: Ivón Valdez
Practicum level: Secondary - Elementary
Group: 1st
year (13 year-olds)
Date: November 26th
Lesson number: 4
This lesson was based in the Communicative Approach and organized through
the PPP procedure.
The teaching strategies I used were: I explained, demonstrated and exemplified
(besides gesturing) what students were expected to do during the games. These
strategies worked well.
Regarding classroom management strategies, the seating arrangement was
fine, and everybody felt confident to say the words in English (this hadn’t happened
yet).
As regards materials, the bingo cards, flashcards, etc, were a great idea since
teenagers love to play. They were all engaged and although there was too much noise
in the classroom, it was totally worthy.
Overall, it was a great lesson. Students could consolidate structures and
vocabulary by playing games, so they had a plus: having fun.
At the end, I asked them to provide me with some feedback but we lacked time
to write it down so they told me orally about the lessons they liked most and the ones
they liked least. In general, all of them preferred the games, and most of them liked
self-correcting their works in the lesson 3.

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Valdez year 1 - secondary journal

  • 1. JOURNAL Trainee’s name: Ivón Valdez Practicum level: Secondary - Elementary Group: 1st year (13 year-olds) Date: November 17th Lesson number: 1 This lesson was planned taking into account the Communicative Approach because of the same reasons I chose it to work in 3rd year: the students used the target language just to perform the required tasks and not to communicate. Then, I thought they need more exposure to the communicative function of the target language. Besides, the lesson was organized through the PPP method. The teaching strategies I used were miming and gesturing, showing objects to help students understand vocabulary, and demonstrating what they were expected to do when explaining instructions. However, it was sometimes necessary to repeat instructions in Spanish since there were some students who didn’t understand in spite of the strategies. When the lesson was over, I was bit disappointed because of that since I hoped translation wasn’t necessary. Nevertheless, the local teacher told me she was happy they understood almost everything although they weren’t used to listening to the target language. Students responded really well to the activities, and it surprised me that they engaged in the production stage that much because I thought they might not be able to produce the sentences I expected them to produce. And although nobody dared to come to the front to write the date on the board, they raised their hands many times so that I would check what they had done. They were also reluctant to read the sentences they produced out loud, even though they had showed them to me to make sure they were correct. I concluded that they are eager to do the activities but they don’t like to speak in front of their peers nor to stand up and walk to the board and feel exposed. As regards the material, students clearly preferred working with the copies (because the activities were written) than orally. The lesson was shorter because of two facts: first, the teacher that was working with the group before me ended a bit later (just 5 minutes). Secondly, the local teacher asked me to finish the lesson at least 10 minutes before the bell rings because she needed to deliver something to the students (the students are growing some vegetables with the Biology teacher, and she had left several bags with those home- grown lettuce to the English teacher so that she handed them out to kids). Therefore, I consider successful the fact that I had to shorten the lesson and in spite of that I could use the time efficiently.
  • 2. Trainee’s name: Ivón Valdez Practicum level: Secondary - Elementary Group: 1st year (13 year-olds) Date: November 19th Lesson number: 2 This lesson was planned taking into account the Communicative Approach because the students used the target language just to perform the required tasks and not to communicate, so I wanted them to practise the communicative function of the target language. Besides, the lesson was organized through the PPP method. Because of the stormy weather and the heavy rain of the previous days, there were a lot of students who weren’t able to get to school. There were only 7 students in class. Therefore, the teacher decided that they didn’t do the test that day. I suggested her I could deliver the following lesson I had planned, but I explained to her that I hadn’t submitted it for correction yet. She agreed and I delivered lesson 3, but it was shorter than expected because we left school earlier due to the weather/meteorological alert. The teaching strategies I used were miming, gesturing, and pointint at pictures to help students understand, and exemplifying what they were expected to do when explaining instructions. It was still necessary to repeat some instructions in Spanish, but fewer times than in the previous lesson because the students who assisted that day where the ones who had less difficulties in understanding. Students responded really well to the activities, and since I knew nobody would dare to come to the front to write on the board, and because of the fact that during the previous lesson I noticed they preferred writeen activities, I handed the pictures out so that they could work from their places. They weren’t so reluctant to read the sentences they produced this time, maybe because they were fewer and felt more confident and less exposed. As regards the material, students engaged in talking about the two famous people I presented (Angelina Jolie and brad Pitt) but I wasn’t able to present the video within the time allotted. However, I think the lesson was dlivered in a clean and tidy way. It was a success the fact that I could deliver the lesson in spite of the drawbacks. And the fact that students are less and less afraid of participating may be due to the fact that they understood they don’t have to understand every single word I say.
  • 3. Trainee’s name: Ivón Valdez Practicum level: Secondary - Elementary Group: 1st year (13 year-olds) Date: November 24th Lesson number: 3 This lesson was planned taking into account the Communicative Approach so tht the students could practise the communicative function of the target language. Besides, the lesson was organized through the PPP method. The teaching strategies I used were explaining and exemplifying what students were expected to do; providing them with metalinguistic feedback by asking questions and making comments on the formation of their mistakes so that I can help them correct themselves without providing the correct answers; and walking around to check who was having problems doing the activities and offered to help them individually. The strategies used worked well. Regarding classroom management strategies, I gave clear and simple instructions, and allowed students to work in pairs in the self-assessment part of the lesson so that they can reflect on the work their mates had done. As regards materials, I decided to talk about famous people and their possessions because it is a topic they enjoy. Overall, I think it was a great lesson. Students felt very well when they knew they could correct their work themselves. They put a lot of effort into their work, even those students who had performed poorly. I think it was because they wanted to show what they were able to do.
  • 4. Trainee’s name: Ivón Valdez Practicum level: Secondary - Elementary Group: 1st year (13 year-olds) Date: November 26th Lesson number: 4 This lesson was based in the Communicative Approach and organized through the PPP procedure. The teaching strategies I used were: I explained, demonstrated and exemplified (besides gesturing) what students were expected to do during the games. These strategies worked well. Regarding classroom management strategies, the seating arrangement was fine, and everybody felt confident to say the words in English (this hadn’t happened yet). As regards materials, the bingo cards, flashcards, etc, were a great idea since teenagers love to play. They were all engaged and although there was too much noise in the classroom, it was totally worthy. Overall, it was a great lesson. Students could consolidate structures and vocabulary by playing games, so they had a plus: having fun. At the end, I asked them to provide me with some feedback but we lacked time to write it down so they told me orally about the lessons they liked most and the ones they liked least. In general, all of them preferred the games, and most of them liked self-correcting their works in the lesson 3.