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The teacher Majo at Saint Mary's Institute used a variety of activities including oral exercises solved together or individually, reading comprehension tasks by matching texts, and listening exercises filling in blanks, all while using gestures and the whiteboard to provide instructions that engaged and entertained the fifth junior students. At the end of class, the teacher had the students play Pictionary combining oral practice and use of the whiteboard with participation from all.
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24 ogos ls
This document provides a lesson plan for a 60 minute English lesson for 25 pupils in Class 1 Bestari. The lesson's theme is the "World of Knowledge" and topic is "I Wear". The focus is on listening and speaking skills as well as reading. Pupils will learn to pronounce words, say and recite rhymes and songs. By the end of the lesson pupils will be able to talk about pictures and fill in blanks using correct words related to clothing. The lesson involves singing, questioning, filling in blanks while listening to audio, and group work discussing pictures of clothing. It aims to improve listening skills and cooperation.
Final Colloquy
- The author reflects on her practicum experience teaching English to elementary school students. She enjoyed creating a relaxed environment and bonding with the students, especially a student named Alejandro who began disrupting class but eventually hugged the teachers.
- Her favorite lessons incorporated projects using visuals like songs, drawings, and acting to help students understand and stay engaged with new vocabulary.
- Through the experience, the author became more confident and creative in lesson planning while also wanting to learn more about adapting lessons for students with special needs. She hopes to be a teacher who ensures all children have access to education.
Silent way
The Silent Way is a language teaching method that involves students actively in the learning process through concentration, cooperation, and problem-solving. The teacher uses gestures, charts and the blackboard to explain material without speaking, while students remain silent. It is an active and productive method best suited for beginners and young learners, though not all students may pay full attention during the silent process.
Lesson plan yaer 4 kssr
The lesson plan is for a Year 4 class on Tuesday from 10:50-11:50 AM. The theme is the "World of Self" and the topic is "Moving around". The learning objective is for pupils to be able to ask and give directions correctly based on a map. The lesson involves teachers asking pupils about places they visited, identifying locations on a map, modeling direction questions, practicing directions in pairs, and role playing tourist/local situations.
Desopedia[sxd1]
Desuggestopedia aims to accelerate foreign language learning for communication through reducing psychological barriers and activating the subconscious mind. The teacher creates a relaxed environment through confidence, security, and role-playing activities while students follow instruction easily. Characteristics include a decorated classroom, new student identities, handouts, conversations set to music, and games with minimal grammar instruction and emphasis on speaking. Student interactions are initiated by the teacher in groups or individually while using body language or target language. Feelings of relaxation, confidence and security are developed through assuming new roles. Language and culture are viewed as interconnected, and the native language is used initially and reduced over time, with evaluation based on performance instead of tests and gentle error correction.
Nurul fajri
Desuggestopedia is a language teaching method that aims to accelerate learning through suggestion. The teacher's role is to create a relaxed environment where students can tap into their vast learning potential. Key techniques include classroom setup to reduce anxiety, role playing to take on new identities, and concert sessions where students listen to and repeat target language. The goal is to enhance learning by harnessing the power of positive suggestion to help students learn more quickly.
Power point suggestopedia
The document discusses suggestopedia, a teaching method based on how the brain learns most effectively. It involves the teacher acting as a facilitator and creating a relaxed environment through classroom decoration, music, and games to help students learn in a happy, accelerated way without boredom. Some disadvantages are that it works best for small groups and has high costs and time limitations. The overall goal is to help students remember lessons, increase motivation to learn, and feel confident in the learning process.
Suggestopedia
Suggestopedia is a teaching method developed by Bulgarian psychotherapist Georgi Lozanov based on how the human brain learns most effectively. It aims to teach languages approximately three times faster than conventional methods. Key elements include a relaxing environment, positive expectations of success, and varied activities like music, drama, games. The method has four stages: presentation to relax students; an active concert presenting new material; a passive review with quiet music; and practice games to reinforce learning. Characteristics include a decorated classroom with furniture and posters, as well as the teacher's authoritative yet liberating behavior and use of music. While it aims to accelerate memorization 25 times over conventional methods, a lack of resources could limit its effectiveness.
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24 ogos ls
This document provides a lesson plan for a 60 minute English lesson for 25 pupils in Class 1 Bestari. The lesson's theme is the "World of Knowledge" and topic is "I Wear". The focus is on listening and speaking skills as well as reading. Pupils will learn to pronounce words, say and recite rhymes and songs. By the end of the lesson pupils will be able to talk about pictures and fill in blanks using correct words related to clothing. The lesson involves singing, questioning, filling in blanks while listening to audio, and group work discussing pictures of clothing. It aims to improve listening skills and cooperation.
Final Colloquy
- The author reflects on her practicum experience teaching English to elementary school students. She enjoyed creating a relaxed environment and bonding with the students, especially a student named Alejandro who began disrupting class but eventually hugged the teachers.
- Her favorite lessons incorporated projects using visuals like songs, drawings, and acting to help students understand and stay engaged with new vocabulary.
- Through the experience, the author became more confident and creative in lesson planning while also wanting to learn more about adapting lessons for students with special needs. She hopes to be a teacher who ensures all children have access to education.
Silent way
The Silent Way is a language teaching method that involves students actively in the learning process through concentration, cooperation, and problem-solving. The teacher uses gestures, charts and the blackboard to explain material without speaking, while students remain silent. It is an active and productive method best suited for beginners and young learners, though not all students may pay full attention during the silent process.
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The lesson plan is for a Year 4 class on Tuesday from 10:50-11:50 AM. The theme is the "World of Self" and the topic is "Moving around". The learning objective is for pupils to be able to ask and give directions correctly based on a map. The lesson involves teachers asking pupils about places they visited, identifying locations on a map, modeling direction questions, practicing directions in pairs, and role playing tourist/local situations.
Desopedia[sxd1]
Desuggestopedia aims to accelerate foreign language learning for communication through reducing psychological barriers and activating the subconscious mind. The teacher creates a relaxed environment through confidence, security, and role-playing activities while students follow instruction easily. Characteristics include a decorated classroom, new student identities, handouts, conversations set to music, and games with minimal grammar instruction and emphasis on speaking. Student interactions are initiated by the teacher in groups or individually while using body language or target language. Feelings of relaxation, confidence and security are developed through assuming new roles. Language and culture are viewed as interconnected, and the native language is used initially and reduced over time, with evaluation based on performance instead of tests and gentle error correction.
Nurul fajri
Desuggestopedia is a language teaching method that aims to accelerate learning through suggestion. The teacher's role is to create a relaxed environment where students can tap into their vast learning potential. Key techniques include classroom setup to reduce anxiety, role playing to take on new identities, and concert sessions where students listen to and repeat target language. The goal is to enhance learning by harnessing the power of positive suggestion to help students learn more quickly.
Power point suggestopedia
The document discusses suggestopedia, a teaching method based on how the brain learns most effectively. It involves the teacher acting as a facilitator and creating a relaxed environment through classroom decoration, music, and games to help students learn in a happy, accelerated way without boredom. Some disadvantages are that it works best for small groups and has high costs and time limitations. The overall goal is to help students remember lessons, increase motivation to learn, and feel confident in the learning process.
Suggestopedia
Suggestopedia is a teaching method developed by Bulgarian psychotherapist Georgi Lozanov based on how the human brain learns most effectively. It aims to teach languages approximately three times faster than conventional methods. Key elements include a relaxing environment, positive expectations of success, and varied activities like music, drama, games. The method has four stages: presentation to relax students; an active concert presenting new material; a passive review with quiet music; and practice games to reinforce learning. Characteristics include a decorated classroom with furniture and posters, as well as the teacher's authoritative yet liberating behavior and use of music. While it aims to accelerate memorization 25 times over conventional methods, a lack of resources could limit its effectiveness.
Silent way method
The Silent Way is a language teaching method created by Caleb Gattegno that makes extensive use of silence. The teacher uses silence to focus students, elicit responses, and encourage self-correction. While silent, the teacher helps with gestures and encouraging peer help. Students are responsible for problem-solving and hypothesis testing about language. Criticisms include that it is harsh and lacks communication, but advantages are creative, discovery-based long-term learning through problem-solving.
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Suggestopedia I I I
The document discusses Georgi Lozanov's suggestopedia language teaching method. Some key points of the method include:
1) Creating a relaxed learning environment using soft music to reduce anxiety and encourage learning.
2) Utilizing peripheral learning techniques so students absorb language effortlessly as part of their environment rather than through direct attention.
3) Employing positive suggestion through appeals to students' consciousness and subconscious to better structure the learning situation.
4) The teacher acts as the "motor" that guides suggestive stimuli and environments to put students in a state of relaxed concentration for optimal language acquisition.
Reflection on my practicum experience ailen bailo
1) The student had to deal with a critical incident when one of the students got injured and was bleeding from a nail in the floor. The student and mentor teacher helped the injured student and called his parents while the pedagogical partner watched the other students.
2) The student had to improve the pitch of their voice so the back students could hear instructions and questions better. The most enjoyed class was an intercultural project where students were engaged learning about another student's life.
3) Working with a pedagogical partner was productive but required time to agree on activities. The partner was very helpful when each taught classes.
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Suggestopedia is a language teaching method developed by Georgi Lozanov based on how the human brain learns most effectively. It aims to remove psychological barriers to learning by creating a relaxing environment with music, colors, and confidence-building techniques. Key aspects include a sensory-rich setting, positive reinforcement, and interactive activities like role plays. The teacher aims to put students in a suggestible state to optimize retention through dramatized texts, songs, and maintaining an enthusiastic yet modest demeanor. While it may accelerate learning compared to other methods, Suggestopedia also faces limitations like large class sizes common in some areas.
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The document discusses the principles and methodology of Suggestopedia, an educational technique developed in the 1970s. It involves creating a relaxed environment through music, free of criticism for mistakes, with the teacher maintaining confidence, solemnity and modest enthusiasm. The learning cycle includes a prelude by the teacher, concert reading of texts while playing classical music, decoding through stories and games, and a relaxation concert using opera music. The goal is to promote assimilation over analysis and maximum retention through an emotionally meaningful and positive approach.
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The Silent Way is a language teaching method created by Caleb Gattegno that makes extensive use of silence. The teacher uses silence to focus students, elicit responses, and encourage self-correction. While silent, the teacher helps with gestures and encouraging peer help. Students are responsible for problem-solving and hypothesis testing about language. Criticisms include that it is harsh and lacks communication, but advantages are creative, discovery-based long-term learning through problem-solving.
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The document discusses Georgi Lozanov's suggestopedia language teaching method. Some key points of the method include:
1) Creating a relaxed learning environment using soft music to reduce anxiety and encourage learning.
2) Utilizing peripheral learning techniques so students absorb language effortlessly as part of their environment rather than through direct attention.
3) Employing positive suggestion through appeals to students' consciousness and subconscious to better structure the learning situation.
4) The teacher acts as the "motor" that guides suggestive stimuli and environments to put students in a state of relaxed concentration for optimal language acquisition.
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1) The student had to deal with a critical incident when one of the students got injured and was bleeding from a nail in the floor. The student and mentor teacher helped the injured student and called his parents while the pedagogical partner watched the other students.
2) The student had to improve the pitch of their voice so the back students could hear instructions and questions better. The most enjoyed class was an intercultural project where students were engaged learning about another student's life.
3) Working with a pedagogical partner was productive but required time to agree on activities. The partner was very helpful when each taught classes.
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This document summarizes a classroom observation of trainee Valentina Ferreyra during her Practice II teaching placement. The observer notes that Valentina demonstrated excellent eye contact, clear voice and intonation, and strong classroom management skills. She explained concepts clearly using gestures, corrected pronunciation effectively, and created a relaxed work atmosphere. Valentina implemented a traditional presentation-practice-production lesson on prepositions of time, including listening, writing, and speaking activities. Both Valentina and her online co-teacher Cristian engaged students well. The observer praised their teamwork and planning, and gave Valentina a grade of 10 and Cristian a grade of 8.
Suggestopedia
Suggestopedia is a language learning method introduced by Georgi Lozanov that focuses on creating a relaxed and comfortable physical environment for students. It believes that students will learn more effectively if they feel relaxed. Key techniques include setting up a comfortable classroom, using peripheral learning where students absorb information effortlessly, appealing to students' consciousness through positive suggestion, and having students visualize, role play, and do activities like singing and games to reinforce learning. The effectiveness of the full method is questionable but some principles like using music can still be applied.
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The document discusses the history of methodology in language teaching. It specifically outlines the principles of Suggestopedia, a language teaching method created by Georgi Lozanov. The four principles of Suggestopedia are a positive approach, utilizing both short and long-term memory, giving emotional meaning, and assimilating information before analysis. The method also includes elements like a prelude by the teacher, readings with classical music, decoding through stories and games, and relaxation with opera music.
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This 45-minute lesson plan for 9-10 year olds focuses on expressing family members. The teacher will introduce family members and ask questions to identify them. Students will then sing finger family songs, draw their own finger families, and make finger puppets of family members to encourage describing family relationships. Finally, students will read about and describe a "Monster Family" to practice identifying family roles. The goal is for students to learn and demonstrate understanding of different family members.
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Presentation about a a teaching method developed in 1970s by a psychiatist educator called Georgi Lozanov (1926-2012)
My Narrative
In the first observation, the student describes the classroom set-up and activities, including a vocabulary review, watching an animal bingo video, and completing sentence matching exercises. Students were engaged and asked questions in English. In the second observation, students shared what they had learned and worked on writing their own animal descriptions following a model. The teacher checked for understanding and assigned homework describing a favorite animal.
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This document discusses Desuggestopedia, an educational approach developed by Georgi Lozanov that aims to accelerate the learning process through suggestion. It does this by creating a relaxed classroom environment with music, colors, comfort and a confident teacher. The teacher uses indirect positive suggestion to help students tap into their extraordinary learning reserves. Key aspects of Desuggestopedia include choosing a new identity, integration of fine arts, creating an impression that learning is enjoyable, and a classroom setup involving armchairs, lighting and posters. The document also provides an overview of how Desuggestopedia lessons are structured and conducted in practice.
Suggestopedia
The document discusses the principles and methodology of Suggestopedia, an educational technique developed in the 1970s. It involves creating a relaxed environment through music, free of criticism for mistakes, with the teacher maintaining confidence, solemnity and modest enthusiasm. The learning cycle includes a prelude by the teacher, concert reading of texts while playing classical music, decoding through stories and games, and a relaxation concert using opera music. The goal is to promote assimilation over analysis and maximum retention through an emotionally meaningful and positive approach.
Informe final ingl3021traducir ultimo (1) (1)
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Suggestopedia is a teaching method developed by Georgi Lozanov that combines relaxed concentration with synchronized music and rhythmic presentation to accelerate learning. It uses soft Baroque music, dim lighting, and comfortable chairs to create a relaxed environment for students. Various activities like role plays, games, stories, and songs are used to teach vocabulary and other subjects in a stress-free way.
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Suggestopedia Method
Suggestopedia is a teaching method based on how the human brain learns most effectively, using relaxation, role-playing, drama, and a comfortable environment to present vocabulary. It creates a new learning community through posters and presentations, allowing students to learn freely without errors under the guidance of a confident and trustworthy teacher, who provides a cheerful atmosphere for students to relax and enjoy role-playing in new identities.
Desuggestopedia
This document summarizes the Desuggestopedia language teaching method. It was created by Georgi Lozanov, a Bulgarian psychiatrist, and uses techniques to reduce stress and tap into mental reserves to accelerate language learning. The method heavily incorporates fine arts into a relaxed classroom environment with bright colors and changing posters. Teachers provide indirect positive suggestions through songs, handouts, and gentle error correction to facilitate peripheral learning on two communication planes - linguistic messages and emotional factors. Students are encouraged to remain relaxed and confident while following the teacher's instructions in activities.
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Song for yle. aylen fernández, alexis cora, ezequiel puhl.
Song for yle. aylen fernández, alexis cora, ezequiel puhl.
Similar to Observation
Final report
The document reports on observations of English language classes for children and teenagers at the University of Cordoba. For the children's class, the lesson focused on Christmas vocabulary through songs, word searches, and speaking activities. Most students were engaged but some talked amongst each other. The environment was supportive with posters and materials.
For the teenager's class, lessons covered modal verbs in different tenses using examples, videos, and listening activities. However, the students were often late, inattentive and chatty, though the teacher tried to engage them without confrontation. More communicative activities and variety of materials could improve student motivation.
Indonesian class experience
The teacher led a language lesson in Indonesian without using the students' native language. She introduced greetings and expressions through repetition, gestures, and modeling intonation. Students felt confused at first but engaged as they practiced with partners and the class. Constant repetition, listening, and exaggerated gestures helped students produce the new words properly. The lesson aimed to simulate learning a new language through immersion, as English students will experience in their university studies.
Estebo tpd- journal writing secondary schoolpracticumperiod
Cynthia Estebo observed her first class at a secondary school in Argentina. She observed 26 students aged 17, with 22 girls and 4 boys. During the class, the teacher introduced Cynthia and explained her role. Students asked Cynthia questions about distance learning for teaching. The class involved the teacher writing on the board while students commented on upcoming events. There were several interruptions, including students arriving late and a preceptora asking for notebooks. Students worked in pairs from their booklets and the class ended with the bell ringing. Cynthia observed students drinking mate and frequently asking to use the bathroom during class.
Tpd estebo-primary schoolpracticum
Cynthia taught her first English lesson to a class of 10-year-old students in Spain. She focused on vocabulary related to food, dates, weather, likes and dislikes. Real objects and visuals like flashcards engaged the students. They participated actively in activities using the textbook, worksheets, and speaking practice. While the use of materials was largely successful, Cynthia realized she needs to allow more time for activities and check student understanding of all vocabulary. Overall, the lesson provided experience that will help her strengthen planning and pacing for future classes.
Valdez year 1 - secondary journal
This journal entry summarizes Ivón Valdez's lessons teaching English to 1st year secondary students in Spain. The lessons utilized the Communicative Approach and were organized through the Presentation-Practice-Production method. In Lesson 1, some students struggled to understand instructions in English despite gestures, so Spanish translations were needed. Students engaged well but were reluctant to speak aloud. Lesson 2 had few students due to weather so material was adapted. Students participated more confidently. Lesson 3 used metalinguistic feedback and pair work which helped students self-correct. Lesson 4 consolidated vocabulary through enjoyable games, though noise was an issue. Overall, students responded positively to communicative lessons and games.
Instrument of natanael
The teacher introduced the topic of sentences by asking students about their prior knowledge. Students provided answers drawing from past experience. The teacher's role was to guide students and provide some brief explanations, while also allowing student participation through simple exercises and games. Students were able to distinguish language elements and express basic understanding of the topic. The lesson exposed students to the target language and built on their previous knowledge to provide basic input and practice producing language within this framework.
Lesson plan yr 2 week 1 @ 2017
This daily lesson plan is for an English language class on Friday. The lesson focuses on phonetics awareness. The objective is for pupils to pronounce words with correct stress, rhythm and intonation. Activities include the teacher showing alphabetic cards to guide spelling. Pupils name alphabetic pictures and complete words by merging letters shown separately on the board. The lesson aims to recap what was learned that week about phonetics.
Reflexión Final - Kindergarten Level
This document is a reflection by Emili López on her first practicum period teaching English to first year primary students in Zapala, Neuquén. Some key points:
- She taught 16 students who were having their first experience with English.
- She aimed to give students a different experience than the typical grammar-translation approach used by their regular teacher.
- Over 5 lessons she incorporated games, songs, videos and other activities to make lessons more communicative and student-centered.
- She reflected on challenges like students' lack of English skills and distance from advisors, but felt she created a relaxed learning environment.
New journals
The document summarizes 3 journal entries from a student teacher's observations in an English classroom. In the first observation, the teacher reviewed previous topics, gave an activity that took 30 minutes as students asked questions, and assigned homework. The second observation saw students sharing work in a circle during break and completing 2 activities that also took 30 minutes as the teacher clarified doubts. The third journal describes the student teacher's 3 lessons, where they introduced new vocabulary, students completed activities and role-plays, and the teacher spoke English despite students' difficulties understanding at times.
Journal
The document summarizes 3 journal entries from a student teacher's observations in an English classroom. In the first observation, the teacher reviewed previous topics, gave an activity that took 30 minutes as students asked questions, and assigned homework. The second observation saw students sharing work in a circle during break and completing 2 activities that also took 30 minutes as the teacher clarified doubts. The third journal describes the student teacher's 3 lessons, where they introduced new vocabulary, students completed activities and role-plays, and the teacher felt the students improved in understanding English.
First observation -School n°256 5th grade
The English class observed 5th grade students learning about animals. The teacher reviewed vocabulary from previous lessons and showed an animated movie to engage students in an animal bingo activity. Students then matched sentences to describe different animals. Throughout the lesson, students actively participated by answering questions, commenting on the video, and asking the teacher for clarification.
Methodological recomend eng
Methodological recommendations for the integration of the English language in the pre-school educational process
My Primary Level Reflections
1) The student teacher reflects on their experience completing the second stage of their practicum teaching English to primary school students.
2) They believe the activities and resources used were effective in exposing students to new language concepts while building on prior knowledge, and that building positive relationships with students created an engaging environment for learning.
3) An area for improvement was keeping students focused, as they got distracted easily, so maintaining student engagement was challenging.
Tpd journal observation1lessons12-primary
1) The lesson observed music therapy techniques to help relax students at the start. Students were asked to breathe, feel their body, and connect with the earth. This created a calm atmosphere for learning.
2) The lesson covered past tense verbs using the PPP method. Students read comics about myths and answered questions to practice the new grammar.
3) Overall the lesson was well organized and students seemed engaged. The teacher had good rapport and control of the class. Music therapy techniques were an effective addition to the lesson.
Tpd 2015 tielve - journal first period - checked
The trainee delivered their second lesson to a kindergarten class of 5 year olds. They used songs, a video activity, and an interaction with pictures to teach clothing vocabulary. Most strategies were effective, though some students misbehaved during one activity. The video especially engaged students and they participated actively. Overall the lesson went well and the students reacted positively to the activities. The trainee plans to continue using motivating techniques like songs and videos that encourage physical response.
Beramendi journalentries-kindergarten (1)
In this journal entry, the trainee reflects on her second lesson teaching first grade students. She felt very nervous, especially not being able to record the full lesson on her phone. The students reacted well and participated in the activities, which included singing, total physical response exercises, describing pictures, and playing a game with dice. While the students seemed to enjoy the lesson more than the first one, involving activities they liked, the trainee recognizes she needs to slow down and spend more time on each activity. She leaves feeling happier than the first lesson but knowing her own performance and pacing need improvement.
Beramendi journalentries-kindergarten
In this journal entry, the trainee reflects on her second lesson teaching first grade students. She felt very nervous, especially not being able to record the full lesson on her phone. The students reacted well and participated in the activities, which included singing, total physical response exercises, describing pictures, and playing a game with dice. While the students seemed to enjoy the lesson more than the first one, involving activities they liked, the trainee recognizes she needs to slow down and spend more time on each activity. She leaves feeling happier than the first lesson but knowing her own performance and pacing need improvement.
Project 3 (1)
The teacher introduced the topic by asking students about their previous knowledge of sentences to review the concept. There was some lack of student stimulation, but the teacher used eliciting questions at times. The roles were mostly teacher-centered as the teacher explained concepts and had students do exercises. The teaching style was deductive as concepts were explained before activities. Students were able to understand the material and participate in activities practicing reading, writing and speaking skills, showing they processed the basic input provided.
Journal kindertrech checked (2)
This document summarizes a student teacher's practicum teaching English to 4-5 year olds at a Kindergarten in Argentina. It describes 5 lessons taught over 2 weeks, noting challenges of teaching a second language to young children for the first time. The student found classroom management difficult but saw the children engage with songs and activities. While progress was limited in 5 short lessons, the experience provided valuable insights into teaching young learners and room for growth in skills like patience.
New journals first 1
The document summarizes Natalia Klein's observations from her teaching practicum. Over four classes, she found that the students were friendly, well-organized, and eager to learn English. They enjoyed singing songs, reviewing vocabulary, and doing hands-on activities. While the students were energetic and chatty, Natalia was able to keep them engaged through interactive lessons and the support of her tutor. Overall, the experience reinforced her passion for teaching and helped her learn effective classroom management strategies.
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Estebo tpd- journal writing secondary schoolpracticumperiod
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Observation
- 1. Course: Fifth Juniors Teacher: Majo Institution: Saint Mary’s Institute During the different activities the students have done, the teacher used the whiteboard and grading language to provide the instructions. Also some gestures and body language were included. There were oral activities which they could solve all together and also individually. It was plenty of interesting questions that entertained all the students, especially because the teacher helped them to answer with her gestures. There were reading comprehension activities (as matching texts) and also listening ones (as filling in the blanks). All this tasks that the teacher had proposed could be solved by the whole classroom, and they corrected them in the whiteboard and orally. The students have participated with enthusiasm because, in my opinion, the instructions were easy to understand and enjoyable to do. At the end of the class, the teacher invited her students to play “Pictionary”. It was a combination of oral practice and use of the whiteboard with the participation of all the students. Aylen Fernández Página 1