The document provides an ethnographic summary of the author's observations of an English language classroom at a primary school in Spain. Some key details: - The colorful classroom environment aimed to engage students. English class met weekly for 40 minutes with students aged 8-9. - Lessons followed a routine including greeting songs, weather discussion, and reviewing previous material while incorporating pronunciation practice. Activities covered different skills and included visual aids. - The teacher fostered student participation and cared about each student. Feedback emphasized correction through repetition and recasts. - One lesson focused on parts of the house, with students sharing details of their own homes. Games and songs reinforced vocabulary. - Order was maintained when

1. ETHNOGRAPY
My observations as regards Practice II, Didactics of ELT revealed how much rich
and stimulating need to be a classroom to keep learners engaged. I
observe Fourth Grade (4º C and D) at 180° Primary School with Paola Nieto, my
pedagogical partner. The students have English classes every Wednesday for 40
minutes. They are between eight and nine years old and the teacher is Joana
Herrán.
As I entered the school I got surprised because of the colorful atmosphere, doors
and windows are painted in very bright colours and there are beautiful murals. It is
amazing how many students' productions are in the hall about different issues such
as inclusion or national dates which make the school lively. Also, there is a small
but wonderful courtyard, I love green spaces that's why it really called my
attention.
In the first class, which took place on Wednesday 6th of June, the teacher
introduced us to the children and they immediately started to ask questions in
English with Joa's help about our personal information (students have learnt how to
ask for personal information in the first unit, so it was a useful revision). They were
excited and wanted to know all about us. I felt a little bit nervous but I was really
happy and proud about this new experience.
Every Wednesday, Children practice a routine when starting each lesson. They
sing several songs: first a "hello song" and then the song "If you are happy" about
feelings and as they finish singing, the teacher asks each of the students "how do
you feel today?" and she encourages them to answer. It was interesting because I
realised that Joana cares a lot about her students and asks them if they know
something about the absent pupils."Who's absent today?", she asks, but she never
takes attendance in the class. Here, identity is reflected because the teacher
focuses on students and she also strives to remember the name of each one. After
that, Joa writes the date on the board, asking children about day, number and
month. In addition, she picks an assistant to help her during the class (all children
want to be "the assistant" in the lesson, they love it!). Besides, Joa asks students
about the weather showing them colorful flashcards. "What is the weather like
today?" , "Is it rainy/foggy/snowy/cloudy?". After those questions, students
participate a lot giving their opinions about the weather. The material she uses is
prepared according to teacher’s plans. Now, they are working with the book
"Howdy, Friends! (Starter)", Santillana. (One or two children do not have the book
so the teacher brings photocopies to those who don't have it). Furthermore, she
uses visual aids to catch children's attention. The activities designed include all the
macroskills and pupils respond positively to them, they enjoy pronunciation, saying
words after the teacher, listening activities and participating when they check
homework. Some students are shy but the rest are very extroverted and willing to
learn.

2. As regards the classroom atmosphere, there are maps on the walls, colorful
curtains and many posters, some of them made by students and others prepared
by teachers.
Regarding seating arrangement, pupils are sit in pairs and if they want they can
solve activities with his/her partner or work on his/her own.
After the greeting and the routine, the teacher asks genuine questions in order to
activate children’ knowledge about what they have learnt previous classes, during
this revision she reinforces not only pronunciation and understanding but also
children participation. Every time the teacher explains an activity children listen and
then repeat the task in Spanish, showing that they understand, then they have a
timework to do it and check. Activities checking is oral, and at the same time, the
teacher goes looking at student’s page to see if there is a mistake. As regards
feedback, when she recognizes a mistake, she uses recast in order to reformulate
and look for learner’s understanding, and she uses repetition showing with
intonation the mistake and waiting for the recognition of the wrong form and a
reformulation. The teacher provides congratulations when students give correct
answers and participate.
In that lesson, students started working with the topic "MY HOUSE". The teacher
asked students about their homes and everyone wanted to tell where and how they
live. "I not live in a floor, I live in a flat", "la mía está en construcción" were some
pupils' comments. They also talked about different houses depending on
size,cultures,places, etc. and leant every rooms and parts of the house. (while
learning this, the teacher was sticking big and colourful flaschards on the board).
They also have to say which is their favourite room in their house.
Then, Joa designed an activity in which students had to stick on the board different
furniture or objects within the rooms of the house. All children were enthusiastic
and willing to participate "Teacher, puedo pasar?" .
The lesson was interrupted because a group of children were not paying attention
and were throwing pieces of paper. "¿Quién está tirando papeles allá atrás? Se
van afuera porque se portan mal y no hacen caso." said the teacher. Then, a
preceptor entered the classroom and asked for the misbehaved students books to
send them a note. The students returned to the lesson and Joana, very angry, said
"Que verguenza que tengamos que hacer esto. ¿Qué aprendimos hoy? Perdemos
tiempo, siempre pasa lo mismo" and a child said "Y más hoy que hay profes
nuevas y vieron como nos comportamos". As the teacher did, it is important to let
students know that those situations are not positive in the classroom and teach
them values to show that we, as educators, are interested in making children learn,
exchange thoughts, enjoy the lessons and create a funny atmosphere.
After that unpleasant situation, children worked with the book (page 20), and then
they play a memory game on the board. An important point to have in mind is that
all the activities are didactic and children learn a lot while playing.
Finally, the lesson ends with a farewell song "See you later", and then they leave
the classroom.

3. At the end of the 1st lesson, two girls gave Paola and me a drawing as a gift. We
felt full of joy and thanked to them.
Last Wednesday' observation (13/06) they repeated the routine and continue
working with parts of the house and revising vocabulary. They drew on the board
and also worked with a song about "Where are you?". While listening to it, they
were moving on their sit, moving their hands, listening and paying attention to it.
After that, they repeat it together and then sing the song "See you later".