1) The document describes a teaching practicum that used a CLIL approach to teach 5th graders about healthy eating habits in English. 2) While some students were more task-focused, others needed more guidance with listening and turn-taking. 3) Going forward, the author would plan for contingencies, distribute materials after instruction, and consider teaching without a textbook to allow for personalization.

1. Taller Práctica Docente Reginade losÁngelesMoure
Tutor: Prof. CeciliaZemborain regis246@hotmail.com
INSTITUTO DE FORMACIÓN DOCENTE CONTÍNUA “LENGUAS VIVAS” – BARILOCHE
PROFESORADO DE INGLÉS A DISTANCIA
2015
Self- assessment report.
Primary period.
TraineeStudent: ReginaMoure
Introduction:
I did this practicum period with two groups of 5th graders at Instituto Marcelo Spínola – Nivel
Primario.Since itis the same institution where I did my kinder practicum and I’m going to do my
lastperiod(secondary),I somehow know the way these Ss are “trained” to work in every area of
the curriculum.Besides,itisthe school where I’ve been working for the last 18 years, therefore I
alreadyknewthese Ss.Nonetheless,atwo-yearperiodbringsabouta lot of changes in any child’s
learning style and his or her way of perceiving the context. These Ss were not the exception.
As regards these groups’ linguistic level, both are at a beginner/elementary stage. That is to say
that they are able to refer to themselves and immediate surrounding by means of using simple
structures, basically in the simple present tense. They also have notions of cohesion and
coherence for they can understand and make use of basic connectors and pronouns.
As I didat the endof mykinderpracticumperiod,Iwill evaluatemyteachingexperiencefollowing
the “Four Dimensions of Reflective Learning” our tutors from LV have adapted from the work of
Karen Barnstable (2009).
Thinking back:
After finishing my observation period and having an interview with Ms. Mónica Carrizo, the
teacherincharge of thisgroup, I knew thatI wantedtotry usingCLIL. The topicto cover lent itself
for such a challenge. Ms. Mónica told me about a project she had been meaning to design on
healthy eating, an idea she had got from the Teacher’s complement of the coursebook she is
currently using with these Ss.
Eventhough my approach to CLIL was very simple, Ss seemed to enjoy learning a bit more about
nutrientsandhealthyeatinghabits.The factthattheyalreadyhadsome knowledgeonthe matter,
either acquired in their regular science lessons or through personal experiences visiting a
nutritionist made Ss feel they have something to contribute in each lesson. Such confidence in
themselvesalsohelpedtheir understanding of new language items and structures for they were
able to make sense of what was being said or read by this teaching-trainee, their mates or even
themselves.
Nowthat the periodisover,I dare say that I’msatisfiedwiththe workdone withandbythese Ss. I
will notdenythat,again,I had some issuesasregardstimingbutI managed to adapt the activities

2. Taller Práctica Docente Reginade losÁngelesMoure
Tutor: Prof. CeciliaZemborain regis246@hotmail.com
INSTITUTO DE FORMACIÓN DOCENTE CONTÍNUA “LENGUAS VIVAS” – BARILOCHE
PROFESORADO DE INGLÉS A DISTANCIA
2015
and my rate of delivery to these two groups of Ss. While 5th “Reina de la Paz” were more task-
focused, 5th “Inmaculada Concepción” required more guidance from my part when it came to
listening habits and respecting speaking turns.
Thinking forward:
Accordingto the guidelinesprovided,here Ihave toexplainhow Iwouldgooverthis same project
if I had to work with it again. First of all, I would bear in mind outside interferences which may
(and actually they did) hinder the development of the lesson as it was originally planned.
I touchedthistopicwithbothMs. Mónica and Prof.María Chávez(the level headmistress). While
Ms. Mónica suggested that I focus my attention on Ss’ following and enjoying the lesson, Prof.
Chávez explained me that I should plan 30-minute lesson, not 40-ones. This last piece of advice
confusedme at first. ButthenI realizedthatImightplanactivities to cover 40 minutes as long as I
had a sort of back-up plan in which I had previously prioritized those activities that are a must.
Anotheraspectof lesson-deliveryIcame tounderstandwasthe one related to distributing copies
or handouts.Inmy firstlesson,IprovidedSswiththe handoutsbeforetelling them what they had
to do. My tutor made me notice that in her feedback after watching the recorded lesson. It is a
total change whenyoubring aroundthe handoutsafterhavinginstructedSs on what they have to
do. This procedure ensures T that each and every student is paying attention to his/her and not
looking at the pictures or phrases on the copy. Asking Ss to repeat, rephrase or even explain the
instructions in their L1 is another procedure we teachers should follow for it guarantees us that
our Ss know exactly what to do and how to do it.
Last but not least, I found out that it is possible to teach English (as well as any other subject)
withouta coursebook. Iwill not deny that it is extra-work for the teacher, but it is an experience
we shouldtryat leastonce since itallowsforpersonalizationbysuitingthe topic and tasks to your
group of Ss’ features and needs.
Thinking inward:
I was scared (that seems to be my natural state…). I was not sure as whether these Ss would like
the approach I chose to follow.Althoughabitreluctantatthe beginning(theywerenotusedto an
only-Englishclass),theyengagedverywell andmade theirfirstattemptsatprovidingdefinitionsor
complete ideas in English by means of the reduced amount of language they had at hand.
As I toldyouin the first section of this report, I finished my practicum here feeling very proud of
these groups of students.

3. Taller Práctica Docente Reginade losÁngelesMoure
Tutor: Prof. CeciliaZemborain regis246@hotmail.com
INSTITUTO DE FORMACIÓN DOCENTE CONTÍNUA “LENGUAS VIVAS” – BARILOCHE
PROFESORADO DE INGLÉS A DISTANCIA
2015
Thinking outward:
Definitely, it is possible to work using an approach other than PPP in primary schools, especially
withSs at theirformal operational stage of cognitive development.Theirnewlyacquired ability to
make inferences is a natural mate for Communicative Language Teaching, The Natural Approach
and Discovery Learning. The fact that they work out structures and their functions themselves is
amazing,not only for us teacher, but also for Ss. You can see their eyes light when they come up
witha newdiscoveryandare able to share that withtheirmates.Thatis whatI want formy future
lessons, for my following Ss.