Belen taught two English classes on healthy food to 6th grade students. In the first class, some students sat around large tables, which made classroom management more difficult. The second class went more smoothly. Belen showed excellent organization and lesson planning skills. She started both lessons with an engaging game to review food vocabulary. Belen provided constant feedback and praise to students. Her classroom management was good, even when students in the first class misbehaved. The visual materials and activities kept students engaged. While the second class went well, some issues came up in the first class, such as a student making a Nazi salute, that could have been addressed from an intercultural perspective. Overall, Belen's teaching performance

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PRACTICE II, DIDACTICS OF ELT. Prof. Estela N. Braun. PRACTICALS
First term- 2018. Assistant teachers: Prof. Vanesa Cabral y Prof. Luján
Ramos.
FIRST OBSERVATION REPORT:
LESSON PLAN N°5: Healthy habits.
Trainee: Belen de la Cruz
School: School 180
Course: DATE: Thursday, September 18th - 6th D from 16:10 to 16:50, and 6th C from
16:50 to 17:30.
Mentor teacher: Prof. Joana Herràn
Textbooks: Howdy & Friends, level 2, Santillana
Date: Tuesday, September 18th,2018
Topic: Healthy Food.
Teacher Educator: Estela N. Braun
Introduction:
At this time, I could observe Belen teaching both courses which was very
interesting as certain external issues (students’ sitting arrangement) made the
lessons quite different one from the other. The first group showed more instances
of misbehaviour probably due to the fact that they were sitting around two big
rectangular tables which made it more difficult for Belen to move around.
What went well: focus on positive aspects.
Belén showed excellent organization skills through the development of an
attractive and well-designed lesson plan, discussed during office hours which she
attends regularly. During these meetings we provided her with a video on British
food and she prepared a listening comprehension handout which proved very
effective with the second group but there was not time to use it with the first group.
Both lessons started with a wonderful game that motivated learners (especially
in the second group). Through this game she dealt with revision of food items,
phrases learnt (I like lemonade), healthy and unhealthy food. There was
movement and a variety of questions that were really a great way of assessing
orally how much they have learnt so far. The approach used was fully

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communicative and it was nice to observe that this trainee could speak English
all the time and that her students practised speaking English as well. Example:
T: Do you go to the supermarket? Ss: Sometimes.
Belén’ s role as assessor was highly efficient: she provided feedback all the time
and she praised good work. Her classroom management skills were also very
good, even with the first group in which she nominated students and called their
attention each time they misbehaved. Instruction were clear as well as transitions
that signalled the change of activities.
She divided the second group into two teams to play the dice game: grapes and
bananas and they really had lots of fun. She also followed a routine in both
courses to check date and weather with a beautiful weather chart and appointed
a helper.
The visual materials, posters, dice, handouts were another asset to her
performance. She assigned homework (bringing containers with nutritional
information for the next CLIL lesson).
Question/s to reflect:
Though the second group worked so well and could finish all the activities, in the
first one there were certain issues that could have demanded your intervention.
Examples:
-Child speaks about Nazis and raises his arm as if he were one.
-When they see the English flag in the first group they said “Inglaterra” as if it
were still the enemy. Meanwhile in the second group they said “Comida del Reino
Unido”.
-One student in the first group was excellent and he was providing key answers
all the time but you never acknowledged his interventions which could have been
very helpful to his classmates.
Question: As an Argentinian English language teacher, how could you have
tackled the instances of aggression from an Intercultural perspective?
Suggestion for improvement:
Both lessons were excellent and your teaching stance is very good. Your
performance was bright. However, at a personal level, and considering that we
educate in values as well, I would never allow for a Nazi salute (probably the
child did not even know what it represented). It is a good moment to inform them
about the genocide caused and why it cannot be done in class or anywhere, not
even as a joke.
GRADE: 10 (ten)
Prof. Estela N. Braun, Adjunto regular a/c Práctica Educativa II.

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