Rocío led an English lesson for a fourth grade class. She began with a greeting song and reviewed fruit, vegetable, and meat vocabulary using colorful flashcards. Rocío spoke English throughout and checked individual student understanding by walking around. Two activities involved matching words to pictures on posters and ordering words to form questions and answers. The students were engaged but Rocío needs to reinforce learning with closures by checking poster vocabulary as a class and having groups read their question-answer sentences. Rocío managed her time well despite not finishing all planned activities, and the pedagogical partner provided helpful support.

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: Rocío Villoría
COLEGIO: Escuela 6. Fourth year
DOCENTE CO-FORMADORA: Prof. Ana Gómez García.
Fecha. 25/08/2017
I must highlight the reflection both trainee teachers made after they
left the first group and they were moving to the other classroom; they
told me that it had been a big mistake to give the students the cards
before giving the instructions. This reflection upon their own practicum,
so immediately, shows a great advance in their teaching process. Well
done!!!
At the beginning of the class, Rocío asked a girl to distribute the
badges. All the students sang a rhyme to greet the teacher.
There are 22 students, they are talking and moving from one place to
the other, Rocío asks them to sit down with a firm tone of voice, she
even calls some of them by their names and asks them to sit down.
The teacher knows most of their names. Very good!

2. After the rhyme, they start with revision of vocabulary related to fruit,
vegetables and meat. She has beautiful,well-prepared flashcards; very
attractive for young children.
She uses lots of English in class, she shows teacher stance in front of
the group. She can be heard perfectly well because of her tone of voice.
She walks around the classroom and she asks some questions
individually.
Suggestion: it is a very good decision to walk among them but you
should always pay attention to the whole class because if not, they get
distracted while you are working with a pair of students and giving your
back to the rest. For example: a pair of girls were playing a game with
their hands while you were asking some questions individually.
Stage 1: excellent activity!!! The children loved this activity although
they got a bit excited. When the groups were ready, Rocío explained
the activity and later, the pedagogical partner and herself, delivered
the flashcards and they started working.
There was one boy who did not want to work with any group, Rocío
noticed this situation and tried to make him join a group but it was not
possible.He did not work during the class. He remained sitting, drawing
or writing in his folder. Suggestion: next time, you can give him a
white sheet of paper and ask him to draw and write something related
to the activities the rest of the class group is doing. Apparently, he did
not have problems with the language, he doesn´t want to be with that
group. For example: he can write the name of two fruit, two vegetables
and to items related to meat, and draw them.
They produced wonderful posters with fruit, vegetables and meat
pictures. All the students participated enthusiastically. Although, a
closure of this activity was missing. Because the teacher checked it

3. individually. Suggestion: you could have checked, at least, one of the
posters with the whole class group, and make them repeat the
vocabulary.
Stage 2:
This activity was very nice too. The students liked it very much and
enjoyed doing it.
They worked very well. They had to put words in order, to get a
question and an answer.
Again, in this activity, the closure was missing, the students ordered
the words and nothing else happened. Suggestion: each group can
read the question and answer they formed, or the teacher can write
them on the board and the group that has it, will raise their hands.
While they were working, two students were fighting but Rocío did not
realize. Ana (the mentor teacher) had to intervene. Suggestion:
although we generally tend to worry about the development of the
activities because the class time is very short, we must always be
aware of discipline: all what happens in the classroom is our
responsibility.
Beautiful material, excellent activities, well prepared and absolutely
attractive for this age, 9-10 years old. But always remember that
although they are playing a game, the most important thing is that
they learn the foreign language, so, you should reinforce activities that
consolidate what they are learning through the games.
Although she could not finish the lesson plan she had prepared, the
two activities were well developed and she could manage the time
correctly.
Congrats to both of you, you prepared very nice activities for each
group. It surely demanded lots of time and effort.

4. As pedagogical partner, you helped Amneris a lot, you were very
active and paying attention to all the things children needed to
participate in the activities, also to Amneris´needs. You also helped her
with the discipline, you called someone´s attention when he was
misbehaving. Great intervention!
Prof. Vanesa Cabral