f

1. PRACTICE II, DIDACTICS OF ELT and Practicum Primary School level.
Adjunto Regular a/c Prof. Estela N. Braun (2017).
Teacher Assistants: Prof. Vanesa Cabral and Prof. Maria Lis Luján Ramos.
ETA MA John Brakke.
REGISTRO:
ALUMNA RESIDENTE: Mariel Matta
COLEGIO: Escuela 6. Fifth Year.
DOCENTE CO-FORMADORA: Prof. Ana Gómez Garcia.
Fecha. 17/08/2017
Mariel started the lesson with students moving from another room. They had had a
music lesson and were over-excited and hyperactive.
Mariel gave them their name badges but it was Ana, the mentor teacher, who had to
make them quiet.
Suggestion: try to adopt a firm attitude so that you may manage the class on your own.
Try to control discipline, example: when you asked Joel to sit down you were in control.
Ask Nico to sit down more firmly.
Mariel went round the class and talked to pupils individually. Well done! But try to use
your voice to manage the whole group.
She wrote the date on the board and page number. (*) Please try to specify what kind
of activity it is. Otherwise it is too abstract for pupils.
She monitored the class to check that everyone had the book.
For the first activity, they listened to a poem. Her voice was clear as she provided the
instructions. For the instructions she used code-switching: English-Spanish-English.
“Para escuchar tienen que estar todos calladitos”. For the poem, creepy bugs, Mara as
a pedagogical partner managed the sound system. Mariel elicited meaning from pupils:
e.g. 24, beetles. She crossed-checked the activity and wrote the answers on the board.
Then, she organized role-play reading of the poem which was very nice.
Her teacher’s stance is very good. She has a nice sense of humour and she showed
excellent use of English and pronunciation.
For the second activity, they played a game. I must highlight the trainees´ creativity to
design this game, in which pupils had to find the other half of a bug inside newspaper
envelopes. They had to do that quietly in one minute. Mariel activated predictions: “Que

2. habrá adentro de estos sobres?” This helped create a nice atmosphere of surprise, try to
use English more often, though. You are an excellent model for them.
She went through the different steps pupils had to follow and only after making sure
they had understood, she handed out the envelopes. She knocked on the board to start/
finish the game.
Mariel’s instructions were clear. After they had found the other half of the bug, trainees
prompted interaction in pairs. Pupils had to write the names of the parts of the body in
their insects. So students were revising and integrating lexis about names of bugs and
parts of the body.
Team work was excellent and both trainees provided support as children asked
questions such as How do you say legs or eyes?
Then, they hanged the beautiful leaflets as if it were a washing line over one of the
blackboards for everyone to see. It was a perfect idea to show pupils’ completed work.
At this point, I must say that their lesson was perfectly organized and they followed the
lesson plan closely. I must point out the trainees’ creativity. They took the same topic
from the book, but departed from it, developing the same topic from a different
perspective. The lesson was meaningful and students were so motivated by the
activities.
For the third activity, they provided a word search. Pupils had to find 4 school subjects,
4 days of the week and 4 bugs. The activity was great for fastfinishers. Mariel monitored
students’ work at all times. Meanwhile, Mara was putting the leaflets on a piece of
string.
Mariel’s teacher’s stance is very good. She is so intelligent and creative and very sweet
towards students. The only aspect she must control is discipline, providing clear limits
to pupils.Anyway, this group is noisierthan the previous one. For that reason, they could
not reach the fourth activity, which was a model to complete a description: The
dragonfly. I hope it is completed in some other lesson.
It is black, yellow and blue.
It has got four wings.
It can fly.
My suggestion is that they write this activity based on the leaflets they produced and
present them orally. It would be a nice form of formative assessment as they are
integrating everything they have studied in the unit.
Transitions between one activity and the next, as well as checking the last task could be
improved but on the whole, this was an excellent example of child-friendly pedagogy.
There was input provided by a listening; there were games, integration of lexis within
a topic and a variety of activities that made children learn a lot in only one lesson.
Congratulations to both of you on your performance!

3. Prof. Estela Nélida Braun
Adjunto regular Exclusiva
Práctica Educativa II