The document provides details of a classroom observation of a 5th grade English class in Argentina, including:
1. The class was organized into desks arranged in a square formation following social distancing protocols.
2. Sounds in the classroom included students talking to each other and asking the teacher questions.
3. The lesson included reviewing vocabulary, watching a video and completing a bingo chart, connecting sentences to animals, and addressing student questions.
This document outlines a lesson plan for a 5th grade English class focusing on revising vocabulary related to places in neighborhoods. The 45-minute lesson includes a warm-up where students describe places in drawings, an activity having students guide a character through a maze of neighborhood places, another activity completing exercises in the student book, and a closing activity where students name and describe the city of a character. The plan aims to revise vocabulary, prepositions, and structures using "there is" and "there are" through listening, speaking, reading and writing exercises.
This document provides information about an English lesson for 5th grade students. The lesson focuses on revising places in the neighborhood. The objectives are to recognize places by listening, relate adjectives, describe places with opposite meanings, and build sentences using "there is" and "there are." The 45-minute lesson includes a warm-up activity with a maze, two individual activities from the student book, and a close-up writing activity where students describe their character's city. The mentor teacher is Juliana Badillo and the trainees overseeing the lesson are Valentina Ferreyra and Cristian Yacopini.
This document provides details about an English lesson for 5th grade students in Escuela Normal N°256 Clemente J. Andrada. The 45-minute lesson focuses on revising places in the neighborhood. The objectives are to recognize places by listening, relate adjectives, describe places with opposite meanings, and build sentences using "there is" and "there are." Activities include choosing cities based on descriptions, writing opposites of words, answering questions starting with "is there/are there," and asking about places in drawings. The lesson incorporates individual work, whole class interaction, and partner work to practice listening, speaking, reading and writing skills.
The document summarizes the author's experience completing their teaching practicum remotely due to the pandemic. They completed their practicum at their former primary school, teaching 5th grade alongside their pedagogical partner. Their mentor teacher was very supportive and gave them freedom to create their own lesson activities. The author enjoyed designing visual and interactive activities incorporating literature, drawings, and games to make learning enjoyable for the students. They felt this approach aligned with their own strengths as a visual learner. Despite challenges of remote teaching, the author felt they gained valuable experience in lesson design and establishing a supportive teacher presence for students.
It was a very enriching experience to return to my former primary school as a pre-service teacher. Being in the other side helped me understand better the teacher's role and responsibilities. Although it brought back memories, I felt prepared and motivated to share my knowledge with new generations of students.
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.
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.
This document summarizes an analysis of a chapter on teaching literature in the classroom. It includes a questionnaire with 14 questions about introducing literature and its benefits. Literature can develop communicative competence, intercultural awareness, and critical thinking. It exposes students to different genres and languages. Stories motivate students and help cognitive development. Literary devices like binaries, rhyme, and metaphor contribute to literacy. Literature fosters intercultural competence by presenting other worldviews. The document also includes a lesson plan on using the story "Places in My Neighborhood" to teach vocabulary and engage students.
This document outlines a lesson plan for a 5th grade English class focusing on revising vocabulary related to places in neighborhoods. The 45-minute lesson includes a warm-up where students describe places in drawings, an activity having students guide a character through a maze of neighborhood places, another activity completing exercises in the student book, and a closing activity where students name and describe the city of a character. The plan aims to revise vocabulary, prepositions, and structures using "there is" and "there are" through listening, speaking, reading and writing exercises.
This document provides information about an English lesson for 5th grade students. The lesson focuses on revising places in the neighborhood. The objectives are to recognize places by listening, relate adjectives, describe places with opposite meanings, and build sentences using "there is" and "there are." The 45-minute lesson includes a warm-up activity with a maze, two individual activities from the student book, and a close-up writing activity where students describe their character's city. The mentor teacher is Juliana Badillo and the trainees overseeing the lesson are Valentina Ferreyra and Cristian Yacopini.
This document provides details about an English lesson for 5th grade students in Escuela Normal N°256 Clemente J. Andrada. The 45-minute lesson focuses on revising places in the neighborhood. The objectives are to recognize places by listening, relate adjectives, describe places with opposite meanings, and build sentences using "there is" and "there are." Activities include choosing cities based on descriptions, writing opposites of words, answering questions starting with "is there/are there," and asking about places in drawings. The lesson incorporates individual work, whole class interaction, and partner work to practice listening, speaking, reading and writing skills.
The document summarizes the author's experience completing their teaching practicum remotely due to the pandemic. They completed their practicum at their former primary school, teaching 5th grade alongside their pedagogical partner. Their mentor teacher was very supportive and gave them freedom to create their own lesson activities. The author enjoyed designing visual and interactive activities incorporating literature, drawings, and games to make learning enjoyable for the students. They felt this approach aligned with their own strengths as a visual learner. Despite challenges of remote teaching, the author felt they gained valuable experience in lesson design and establishing a supportive teacher presence for students.
It was a very enriching experience to return to my former primary school as a pre-service teacher. Being in the other side helped me understand better the teacher's role and responsibilities. Although it brought back memories, I felt prepared and motivated to share my knowledge with new generations of students.
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.
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.
This document summarizes an analysis of a chapter on teaching literature in the classroom. It includes a questionnaire with 14 questions about introducing literature and its benefits. Literature can develop communicative competence, intercultural awareness, and critical thinking. It exposes students to different genres and languages. Stories motivate students and help cognitive development. Literary devices like binaries, rhyme, and metaphor contribute to literacy. Literature fosters intercultural competence by presenting other worldviews. The document also includes a lesson plan on using the story "Places in My Neighborhood" to teach vocabulary and engage students.
This document provides details about an English lesson for 5th grade students. The 45-minute lesson focuses on teaching the use of existential verbs like "there is/are" through activities using a student book and visual aids. Students will review places in their city, complete sentences using existential verbs, write sentences about places in their city, and draw and answer questions about a street scene. The lesson aims to help students understand and use existential verbs correctly when mentioning places.
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.
This document outlines a 45-minute English lesson plan for 5th grade students. The lesson focuses on revising vocabulary about places in the neighborhood. Students will make lists and drawings of places in their own neighborhoods, labeling them in English. They will then present their drawings to the class, describing the places and answering questions using phrases like "there is" and "there are." For homework, students will write a short text describing their drawing and the places near their home. The lesson aims to review neighborhood vocabulary and recognize places in their own communities.
This document outlines a lesson plan for a 5th grade English class focusing on multiculturalism. The 45-minute lesson has the objectives of reviewing nationalities, identifying country flags, using present tense verbs, and raising awareness about multiculturalism. It includes routines, warm-up activities having students match pictures of people to country flags, activities having students say nationalities and read character introductions. The lesson concludes with students playing a guessing game to determine characters' nationalities by asking yes/no questions in English.
The document summarizes feedback from a lesson given by 4 teacher assistants on the topic of animals and songs. It provides feedback for each assistant individually. For Christian, it notes his excellent warm-up and follow up activities but to be careful of timing. For Emanuel, it praises his excellent vocabulary presentation but notes to simplify instructions and gain more confidence. For Lujan, it highlights her excellent use of English, pronunciation, enthusiasm and consideration of timing. For Rodrigo, it commends his excellent English adaptation to students, instructions, patience and ability to prompt interaction through engaging games. Overall, the assistants received praise for their lessons and areas for further improvement were provided respectfully.
This document outlines a 45-minute English lesson plan for 5th grade students. The lesson plan aims to teach vocabulary related to places in a city using the students' book. It includes a warm-up activity where students ask each other questions about places in their cities. The main activities have the students learn new vocabulary, describe cities using adjectives from the reading, and write a sentence describing their own city of Santa Rosa. The lesson plan provides details on timing, student interactions, skills and materials for each section.
Lesson plan practical 5 alcazar perez-yacopiniRodrigoAlcazar5
The lesson plan aims to teach 5th grade students about the different states, provinces, and indigenous tribes of Argentina. It includes aims, materials, language functions, and a step-by-step procedure. The procedure has stages for warm-up, reading, listening, speaking, and an activity where students label locations of states and tribes on a map. The evaluator provides feedback that the texts and audio materials should be included, one objective does not align with the activities, and an objective could be added about valuing indigenous cultures.
This document outlines a lesson plan for a 5th grade English class focusing on cities. The lesson aims to have students work in teams to recall places in a city, make sentences using existential verbs like "there is" and "there are", and recognize correct grammar. A variety of activities are included, like listing city places, answering questions about pictures, and matching sentences comparing cities.
This document provides a lesson plan for a 5th grade English class. The 45-minute lesson's objectives are to revise knowledge about places in the neighborhood, talk about neighborhoods, listen to and understand a story, answer questions, and enjoy stories in English. The lesson includes warming up by revising homework, listening to a short story about places in the neighborhood, completing missing words, identifying places in the story's neighborhood and their own, answering yes/no questions about places, making a list and drawing of places in their own neighborhood, and sharing their work with the class.
This document outlines a lesson plan for a 5th grade English class. The 45-minute lesson's objectives are to review vocabulary related to places in a city, describe cities using adjectives, answer questions using "Yes, there is/are" or "No, there isn't/aren't", and describe students' own cities using adjectives. The lesson includes warm-up activities, reading and listening exercises from the student book, an individual/class activity to match descriptions to cities, and a closing listening activity where students share their favorite city. Homework includes finishing exercises from the book and bringing art/project supplies for the next class.
The class observed was an English lesson for 5th grade students focusing on numbers and colors. The desks were arranged in rows respecting social distancing protocols. The teacher engaged the students through interactive activities like matching numbers to their English words and a coloring activity. Students worked independently at their desks but the teacher circulated to check understanding and provide assistance. Students demonstrated high energy and enthusiasm for participating though a few were more shy. They collaborated well with each other despite having to remain seated separately.
This document outlines a lesson plan for an English class for 5th grade students. The 45-minute lesson's objectives are to review vocabulary related to places in a city, describe cities using adjectives, answer questions about the presence or absence of places, and describe their own city. The lesson includes warm-up activities reviewing vocabulary and places. Students then complete reading comprehension and grammar exercises individually and as a group. The lesson aims to assess students' understanding of describing cities.
- 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.
1) Aylen, a teacher assistant, led a lesson at Escuela 74 with her co-teacher Maria Eugenia. They worked on a project called "our monster family book".
2) Aylen demonstrated excellent teaching skills. She explained the objectives clearly and focused on vocabulary like adjectives. The students were engaged in the task of creating a mini book.
3) Both trainees, Aylen and Agustina, circulated the classroom to monitor the students' work and provide support. They managed to include a student with cochlear implants.
This lesson plan is for a 6th grade English class. The trainees will teach about prepositions of place. Activities include watching a video about prepositions, using flashcards for a review, and an activity where students write sentences using prepositions to describe classmate's locations. The lesson aims to improve students' listening, speaking, reading and writing skills related to prepositions of place.
Last report csmila & belen by estela brauncamilaviati1
Camila and Belén taught a revision lesson before a test to a 4th grade class. Belén accompanied Camila despite being ill. They followed a detailed lesson plan and were able to meet their objectives of revising vocabulary, functions, and a CLIL project on healthy habits. Camila engaged the students with a song and dice game, while Belén helped individual students. They monitored group work and provided support. A variety of activities reinforced different skills. Both trainees worked well together and managed time effectively. The teacher evaluator praised their planning and implementation of an effective lesson to review all content in preparation for the test.
The lesson plan is for a 5th grade class on Thursday, October 28th. It has two 40-minute sessions from 4:05-4:45pm and 4:45-5:25pm. The teacher will be Maria Muller and the trainee is Rodrigo Alcazar. They will use a projector and textbook "Follow your Trail 1" to teach the topic "My Favourite Things" from Unit 3. The lesson includes a warm-up activity with student volunteers, individual writing work, a review game called "Find the Impostor", sentence unscrambling exercises, and an overview of the next class.
The lesson plan is for Rodrigo Diaz Alcazar's trainee teaching session on Thursday October 14, 2021. He will be teaching two 5th grade classes, 'B' and 'C', from 16:05 to 17:25. The topic will be "My Favourite Things" from the textbook "Follow your Trail 1", Unit 3. Students will do warm-up, listening, writing, and speaking activities to get to know themselves and each other better. They will work individually and in groups. To evaluate their work, students will create posters about themselves to present in the final lesson.
- The document contains a lesson plan for an English class focused on the history of Pedro Luro, Argentina.
- Students will read a newspaper article about Pedro Luro's origins and complete a true/false activity to check comprehension.
- In pairs, students will create a timeline summarizing key events from Pedro Luro's history based on information in the article.
- The lesson also includes activities where students will brainstorm local places of interest like restaurants, hotels, and tourist attractions to include in a promotional campaign for Pedro Luro.
The document is a lesson plan for a 90-minute English class for 8 second-year junior students. The lesson focuses on the past continuous tense. Students will read an article about a man who helped an injured koala and became famous. They will practice ordering events, analyzing sentences in the past continuous, and describing what they were doing last Saturday using the tense. The lesson includes warm-up, presentation, practice, production, and closure activities. It provides detailed instructions and scaffolding strategies to support student learning.
The document summarizes María Isabel Knye's observations from her practicum teaching primary school students. Some key details:
- She observed a 5th grade English class where neither the teacher nor students spoke Spanish, using only English the whole time.
- The class involved revising vocabulary, completing a written activity, summarizing paragraphs, and reading from a book together.
- Knye taught two lessons, one on food vocabulary and another on "food miles." Students engaged with hands-on activities and worked in groups for both.
- She reflected on needing clearer instructions and allowing more time for tasks. However, students seemed to enjoy the interactive nature of the lessons.
- The document describes a trainee teacher's observations and reflections from her first five English lessons with kindergarten students.
- In her first lesson, she was nervous but enjoyed getting to know the students. She realized aspects like timing needed improvement.
- Subsequent lessons covered topics like wild animals and colors. The trainee experimented with techniques like using images and group work.
- Throughout the lessons, the trainee focused on student engagement and used feedback to strengthen her teaching strategies and lesson planning.
This document provides details about an English lesson for 5th grade students. The 45-minute lesson focuses on teaching the use of existential verbs like "there is/are" through activities using a student book and visual aids. Students will review places in their city, complete sentences using existential verbs, write sentences about places in their city, and draw and answer questions about a street scene. The lesson aims to help students understand and use existential verbs correctly when mentioning places.
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.
This document outlines a 45-minute English lesson plan for 5th grade students. The lesson focuses on revising vocabulary about places in the neighborhood. Students will make lists and drawings of places in their own neighborhoods, labeling them in English. They will then present their drawings to the class, describing the places and answering questions using phrases like "there is" and "there are." For homework, students will write a short text describing their drawing and the places near their home. The lesson aims to review neighborhood vocabulary and recognize places in their own communities.
This document outlines a lesson plan for a 5th grade English class focusing on multiculturalism. The 45-minute lesson has the objectives of reviewing nationalities, identifying country flags, using present tense verbs, and raising awareness about multiculturalism. It includes routines, warm-up activities having students match pictures of people to country flags, activities having students say nationalities and read character introductions. The lesson concludes with students playing a guessing game to determine characters' nationalities by asking yes/no questions in English.
The document summarizes feedback from a lesson given by 4 teacher assistants on the topic of animals and songs. It provides feedback for each assistant individually. For Christian, it notes his excellent warm-up and follow up activities but to be careful of timing. For Emanuel, it praises his excellent vocabulary presentation but notes to simplify instructions and gain more confidence. For Lujan, it highlights her excellent use of English, pronunciation, enthusiasm and consideration of timing. For Rodrigo, it commends his excellent English adaptation to students, instructions, patience and ability to prompt interaction through engaging games. Overall, the assistants received praise for their lessons and areas for further improvement were provided respectfully.
This document outlines a 45-minute English lesson plan for 5th grade students. The lesson plan aims to teach vocabulary related to places in a city using the students' book. It includes a warm-up activity where students ask each other questions about places in their cities. The main activities have the students learn new vocabulary, describe cities using adjectives from the reading, and write a sentence describing their own city of Santa Rosa. The lesson plan provides details on timing, student interactions, skills and materials for each section.
Lesson plan practical 5 alcazar perez-yacopiniRodrigoAlcazar5
The lesson plan aims to teach 5th grade students about the different states, provinces, and indigenous tribes of Argentina. It includes aims, materials, language functions, and a step-by-step procedure. The procedure has stages for warm-up, reading, listening, speaking, and an activity where students label locations of states and tribes on a map. The evaluator provides feedback that the texts and audio materials should be included, one objective does not align with the activities, and an objective could be added about valuing indigenous cultures.
This document outlines a lesson plan for a 5th grade English class focusing on cities. The lesson aims to have students work in teams to recall places in a city, make sentences using existential verbs like "there is" and "there are", and recognize correct grammar. A variety of activities are included, like listing city places, answering questions about pictures, and matching sentences comparing cities.
This document provides a lesson plan for a 5th grade English class. The 45-minute lesson's objectives are to revise knowledge about places in the neighborhood, talk about neighborhoods, listen to and understand a story, answer questions, and enjoy stories in English. The lesson includes warming up by revising homework, listening to a short story about places in the neighborhood, completing missing words, identifying places in the story's neighborhood and their own, answering yes/no questions about places, making a list and drawing of places in their own neighborhood, and sharing their work with the class.
This document outlines a lesson plan for a 5th grade English class. The 45-minute lesson's objectives are to review vocabulary related to places in a city, describe cities using adjectives, answer questions using "Yes, there is/are" or "No, there isn't/aren't", and describe students' own cities using adjectives. The lesson includes warm-up activities, reading and listening exercises from the student book, an individual/class activity to match descriptions to cities, and a closing listening activity where students share their favorite city. Homework includes finishing exercises from the book and bringing art/project supplies for the next class.
The class observed was an English lesson for 5th grade students focusing on numbers and colors. The desks were arranged in rows respecting social distancing protocols. The teacher engaged the students through interactive activities like matching numbers to their English words and a coloring activity. Students worked independently at their desks but the teacher circulated to check understanding and provide assistance. Students demonstrated high energy and enthusiasm for participating though a few were more shy. They collaborated well with each other despite having to remain seated separately.
This document outlines a lesson plan for an English class for 5th grade students. The 45-minute lesson's objectives are to review vocabulary related to places in a city, describe cities using adjectives, answer questions about the presence or absence of places, and describe their own city. The lesson includes warm-up activities reviewing vocabulary and places. Students then complete reading comprehension and grammar exercises individually and as a group. The lesson aims to assess students' understanding of describing cities.
- 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.
1) Aylen, a teacher assistant, led a lesson at Escuela 74 with her co-teacher Maria Eugenia. They worked on a project called "our monster family book".
2) Aylen demonstrated excellent teaching skills. She explained the objectives clearly and focused on vocabulary like adjectives. The students were engaged in the task of creating a mini book.
3) Both trainees, Aylen and Agustina, circulated the classroom to monitor the students' work and provide support. They managed to include a student with cochlear implants.
This lesson plan is for a 6th grade English class. The trainees will teach about prepositions of place. Activities include watching a video about prepositions, using flashcards for a review, and an activity where students write sentences using prepositions to describe classmate's locations. The lesson aims to improve students' listening, speaking, reading and writing skills related to prepositions of place.
Last report csmila & belen by estela brauncamilaviati1
Camila and Belén taught a revision lesson before a test to a 4th grade class. Belén accompanied Camila despite being ill. They followed a detailed lesson plan and were able to meet their objectives of revising vocabulary, functions, and a CLIL project on healthy habits. Camila engaged the students with a song and dice game, while Belén helped individual students. They monitored group work and provided support. A variety of activities reinforced different skills. Both trainees worked well together and managed time effectively. The teacher evaluator praised their planning and implementation of an effective lesson to review all content in preparation for the test.
The lesson plan is for a 5th grade class on Thursday, October 28th. It has two 40-minute sessions from 4:05-4:45pm and 4:45-5:25pm. The teacher will be Maria Muller and the trainee is Rodrigo Alcazar. They will use a projector and textbook "Follow your Trail 1" to teach the topic "My Favourite Things" from Unit 3. The lesson includes a warm-up activity with student volunteers, individual writing work, a review game called "Find the Impostor", sentence unscrambling exercises, and an overview of the next class.
The lesson plan is for Rodrigo Diaz Alcazar's trainee teaching session on Thursday October 14, 2021. He will be teaching two 5th grade classes, 'B' and 'C', from 16:05 to 17:25. The topic will be "My Favourite Things" from the textbook "Follow your Trail 1", Unit 3. Students will do warm-up, listening, writing, and speaking activities to get to know themselves and each other better. They will work individually and in groups. To evaluate their work, students will create posters about themselves to present in the final lesson.
- The document contains a lesson plan for an English class focused on the history of Pedro Luro, Argentina.
- Students will read a newspaper article about Pedro Luro's origins and complete a true/false activity to check comprehension.
- In pairs, students will create a timeline summarizing key events from Pedro Luro's history based on information in the article.
- The lesson also includes activities where students will brainstorm local places of interest like restaurants, hotels, and tourist attractions to include in a promotional campaign for Pedro Luro.
The document is a lesson plan for a 90-minute English class for 8 second-year junior students. The lesson focuses on the past continuous tense. Students will read an article about a man who helped an injured koala and became famous. They will practice ordering events, analyzing sentences in the past continuous, and describing what they were doing last Saturday using the tense. The lesson includes warm-up, presentation, practice, production, and closure activities. It provides detailed instructions and scaffolding strategies to support student learning.
The document summarizes María Isabel Knye's observations from her practicum teaching primary school students. Some key details:
- She observed a 5th grade English class where neither the teacher nor students spoke Spanish, using only English the whole time.
- The class involved revising vocabulary, completing a written activity, summarizing paragraphs, and reading from a book together.
- Knye taught two lessons, one on food vocabulary and another on "food miles." Students engaged with hands-on activities and worked in groups for both.
- She reflected on needing clearer instructions and allowing more time for tasks. However, students seemed to enjoy the interactive nature of the lessons.
- The document describes a trainee teacher's observations and reflections from her first five English lessons with kindergarten students.
- In her first lesson, she was nervous but enjoyed getting to know the students. She realized aspects like timing needed improvement.
- Subsequent lessons covered topics like wild animals and colors. The trainee experimented with techniques like using images and group work.
- Throughout the lessons, the trainee focused on student engagement and used feedback to strengthen her teaching strategies and lesson planning.
Lujan Castagnetto taught a 6th form English class about traffic rules. She used a variety of engaging activities including a chant, matching activity, workbook exercises, and a game in the yard. Students were highly motivated and behaved well. The lesson was well organized with clear stages and effective use of resources created by the teacher. Areas for improvement included providing photocopies for students who lacked materials and rehearsing the chant as a group. The observer noted Lujan's excellent classroom management and English skills but suggested addressing nervousness through breathing exercises. An overall grade of 9 out of 10 was given.
This lesson plan is for a 40-minute English class for 23 secondary students focusing on the past simple tense and reported speech. The teacher will have students work in pairs to determine if statements are true or false. Students will then practice reporting what others said in sentences provided by the teacher. Finally, students will work in pairs choosing sentences and reporting what their partner said to review the target structures.
The document provides summaries of 5 classroom observations conducted by a student teacher, María Inés Trech, during her practicum at a secondary school in Buenos Aires, Argentina.
The first observation summarizes an introductory science lesson where students asked questions about upcoming exams. The second observation describes a lesson reviewing the layers of the Earth and having students work through a poem about natural disasters.
The third observation recaps María's first teaching lesson on natural disasters vocabulary which engaged students through activities. The fourth observation discusses a lesson using weather idioms to review natural disasters which students enjoyed. The fifth observation describes teaching about environmental organizations which saw mixed student participation.
The document describes 4 observations of a practicum teacher, María Isabel Knye, observing secondary level classes. It provides details of the lessons, including activities on determiners, multiple intelligences, modal verbs, and music makers. The observations note student engagement, teaching strategies, and areas for improvement.
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.
This document contains summaries of 4 classes taught by Natalia Klein during her teaching practicum. The classes covered topics such as the verb "to be" in positive, negative, and interrogative forms, jobs, places in the city, and the structure "there is/there are". Klein observed that the students spoke little English initially but seemed more confident over the classes. She used strategies like modeling, exemplifying, and paraphrasing to help students understand and participate. The students generally did activities well but required examples and correction on pronunciation.
This document contains details from Natalia Klein's teaching practicum observations and lessons at Escuela Secundaria Cet 24 in Río Colorado, Argentina. It provides information on the dates, topics, and activities from 4 observation sessions and 4 teaching lessons delivered by Natalia. The lessons focused on teaching English verb conjugations and vocabulary related to jobs, places in a city, and use of "there is/there are". Student participation and engagement increased over the lessons as Natalia used modeling, examples, and paraphrasing to help students understand and speak in English.
This document contains details about Natalia Klein's teaching practicum observations and classes at Escuela Secundaria CET 24 in Río Colorado, Argentina. Over the course of 8 classes, she taught English grammar topics such as the verb "to be" in positive, negative, and interrogative forms, jobs, places in the city/house, furniture, and family members. Her lessons included activities, games, videos, and strategies to engage students and help them practice speaking English, as their ability to communicate in the language improved with each class. The document provides information on her teaching methods and goals, and reflects on the progress made by her students throughout the practicum period.
My journal primary_period_moure_reginaRegina Moure
- The document is a journal entry from Regina Moure describing her observations of 5th grade English classes and her first lesson teaching the classes.
- During her observations, she noticed the students were at an elementary level of English and the classroom was cramped. She co-taught a lesson with the regular teacher that incorporated role-playing.
- For her first lesson, Regina taught about healthy drinks and was nervous but the students engaged well. She realized lesson timing needs adjustment for the more talkative class.
My journal primary_period_moure_reginaRegina Moure
The document summarizes Regina Moure's observations from her practicum teaching English to 5th grade students. It describes her first impressions of the students and classroom. It then details her observations of lessons focused on vocabulary and grammar points around food, quantities, and prices. Regina plans future lessons around healthy eating and cooking videos. Her tutor, Cecilia Zemborain, provides feedback and suggestions in comments.
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.
My journal secondary period Moure Regina checkedRegina Moure
The document summarizes a trainee teacher's journal entries from their practicum period teaching an intermediate English class at a secondary school. It describes two classroom observations and two lessons taught by the trainee. Key details include arranging students by language level, challenges with a visually impaired student, focusing on pronunciation and functions, following the coursebook, and receiving feedback from the cooperating teacher.
This lesson plan is for a 1st grade class about human body parts. The lesson will introduce new vocabulary for body parts like head, ears, eyes, mouth, hands, legs, knees and feet through various listening and speaking activities. Students will play a game called "teacher says" to learn the parts. They will then review the vocabulary with flashcards and a poster. Later, students will write the words and do an activity matching body parts to pictures. The goal is for students to recognize, produce and use the new vocabulary through interactive lessons and reinforcement.
This summary provides the key details from the document in 3 sentences:
This document describes a trainee's experience doing their secondary practicum at a public school in Pigüé, Buenos Aires, Argentina. The trainee observes that most students come from disadvantaged backgrounds and have difficulties concentrating. The English class has 25 students aged 14-15 who have a poor level of English and rely on the teacher translating everything into Spanish.
The student teacher observed their first English lesson at School No. 4. The lesson focused on children's rights and had students write sentences expressing their rights using vocabulary provided. The teacher emphasized developing identity and used technology like blogs to promote collaboration and respect. Technology was integrated in a later lesson by having students complete sentences about rights using netbooks, with the teacher highlighting the Argentine origin of the software.
This document discusses various classroom management strategies for teaching English as a foreign language. It addresses topics such as using one's voice effectively, giving clear instructions, encouraging student use of the target language, creating lesson stages, seating arrangements, grouping students, dealing with mixed-ability classes, and strategies for when students are uncooperative, don't want to talk, or don't understand audio tracks. Specific techniques are provided, such as pairing stronger with weaker students, using role plays and readings aloud, providing a language learning contract, and pre-listening activities to aid comprehension.
Gabriela Lema observed and taught English lessons to secondary school students of varying English proficiency levels in Argentina. In one lesson, a student named Marcos disrupted the lesson by making comments in Spanish and saying he did not understand or like English. Gabriela incorporated Marcos' emotions into the lesson and found that playing board games may help create a less threatening atmosphere for all students, including Marcos.
I completed my practicum at Normal School N°256 "Clemente Andrada" where I assisted with activities, visuals and listenings for a class on "Places in my Neighbourhood." The class involved showing pictures of locations around the students' neighborhood and having them listen to descriptions, as well as a reflection on my first class assisting the students.
Valentina completed her teaching practicum at her former primary school, Normal School N°256 in Villegas, Argentina. She worked with 5th grade students under the guidance of mentor teacher Juliana Badillo. Due to the pandemic, Valentina had to conduct her lessons remotely via computer which presented challenges in interacting with students, but the students remained engaged. Valentina designed activities focused on the local neighborhood context using tools like literature, drawings, and cartoons to make learning enjoyable. Her most successful lessons incorporated student projects and adapting materials to be relevant to places in Argentina. While the remote practicum was different, Valentina believes she has improved her teaching skills and stance, and is grateful for the support received.
I completed my practicum at Normal School N°256 "Clemente Andrada" where I taught a class on "Places in my Neighbourhood" to elementary school students. The lesson included activities, visuals and listenings to engage the students. After my first class, I reflected on how it went and ways it could be improved for future lessons.
The document lists various nationalities, stating "I am" followed by a nationality such as Japanese, Argentinian, Chinese, Bolivian, Russian, Scottish, Brazilian, American, South African, Italian, and Spanish.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like depression and anxiety.
This document discusses an individual who is mediating a dispute between two parties over some issue. The individual is carefully considering the arguments and evidence from both sides in order to resolve the quarrel fairly and reach a quality solution.
Este documento presenta una secuencia didáctica de 10 sesiones para la enseñanza del inglés en el nivel 2 de la escuela primaria. La secuencia se centra en enseñar vocabulario relacionado con lugares de una ciudad a través de actividades orales y escritas. Los objetivos son que los estudiantes puedan describir lugares utilizando vocabulario y preposiciones adecuadas, y comprendan textos breves sobre la ciudad. Las sesiones incluyen juegos, trabajos en grupos y uso de imágenes para pract
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document outlines a lesson plan for a 5th grade English class in Santa Rosa, Argentina. The 45-minute lesson focuses on places in the city. It includes routines, warm-up activities, and four main activities: 1) identifying likes about their city, 2) reading sentences about places and marking true/false, 3) identifying the common word in sample sentences, and 4) listening to a text about Santa Rosa and marking statements as true or false. The lesson aims to teach vocabulary for places in a city and use of prepositions like "in", "on", and "at".
The document is a questionnaire answering questions about translanguaging as a pedagogical tool based on a chapter from the book "Translanguaging with Multilingual Students" by Ofelia Garcia and Trevor G. Kleyn. The questions cover topics such as how Garcia defines named languages and their relationship to linguistic systems, the two views of bilingualism, the origins of translanguaging, Cummins' Interdependence Hypothesis, code-switching vs translanguaging, the importance of recognizing students' full linguistic repertoires, elements of a translanguaging design, the importance of assessment, and supporting translanguaging in multilingual classrooms.
This document summarizes a practical lesson on Content and Language Integrated Learning (CLIL). It discusses:
1) The five dimensions of CLIL - Content, Culture, Language, Environment and Learning. Each dimension is explained in detail.
2) Key teaching strategies for CLIL lessons: scaffolding, anchoring into previous learning, chunking and repackaging knowledge, fostering creative and critical thinking, and challenging students to step outside their comfort zone. Examples are provided for each strategy.
3) How target language, exposure, information and communication technology, intercultural knowledge, language awareness, learning styles, and learning strategies interact in a CLIL lesson to support students' language learning through content.
Este documento presenta un análisis de los Materiales Curriculares de Inglés para la provincia de La Pampa para el primer y segundo ciclo de la educación primaria. Se destacan cinco conceptos clave de la fundamentación como la equidad educativa, la heterogeneidad en la enseñanza de idiomas, la perspectiva intercultural, la consideración de la edad de los estudiantes y el rol del docente. Los ejes propuestos se enfocan en la comprensión oral, lectura, producción oral y escritura, resaltando la importancia
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Observations At School N°256
1. Profesora:Estela N. Braun
Estudiante: Yacopini Cristian
Materia:Práctica Educativa II
Año: 2021
GUIA DE OBSERVACIÓN
Nombre del Establecimiento: Escuela N°256
Curso y año del aula observada: 5to grado, curso B.
BURBUJA/ HORARIOS: Burbuja 2. Lunes, Miércoles y Jueves:16.50 hs. A 17.45 hs.
Martes y Viernes: 16.05 hs a 16.50 hs.
Asignatura: Inglés
Tema de la clase observada: Animal Riddles. Animals and their Habitats.
Descripción de la organización especial del aula: recursos, ubicación de los bancos, tipo
de orden…
¿Cómo están organizados los bancos? ¿En qué situaciones esta organización se
modifica? ¿Cómo es el orden del aula?, ¿muchas láminas, armarios, útiles de los
chicos, escritorio del docente? ¿Cuáles son los sonidos predominantes en el aula?
COVID PROTOCOL.
In 5th grade, students’ tables are organised around the classroom, forming a square, and two
tables are placed at the center. Of course, this organisation follows the government’s social
distance regulations. Furthermore, the teacher’s table is in the classroom’s right corner, which
gives her a complete view of students’ faces. Whenever she presents a new topic, it allows her
to address all pupils and see their reactions. The 5th grader kids have all their school supplies
on the table and it was surprising observing that they respect their classmates’ space.
The most predominant sounds in the classroom are those coming from the students.
They talk to each other about their activities. Moreover, there are usually different questions
directed to the teacher regarding words’ definitions or how to approach a particular task.
2. Prof. Estela Braun and Prof. Liliana Monserrat - PRACTICE II, UNLPam.
1. Descripción de la organización temporal
Horario, distribución del tiempo. ¿Cómo comienzan y terminan las clases? ¿Qué tipo
de ritmos hay (acelerados, aquietados, fluctuantes)? ¿Qué tiempo se la dedica a cada
cosa? ¿Cuáles son las tareas a las que se le dedica más tiempo (poner orden, hablar
sobre la convivencia, trabajar en el cuaderno, trabajar en grupo, que el docente de
clase expositiva, puesta en común, que los chicos trabajen solos)? El horario escolar,
¿se cumple?, ¿en qué situaciones se utiliza?
In the first lesson I had with them, Juliana (the teacher) revised the vocabulary they learned
in previous lessons, different types of animals. She then wrote all the words they had seen
on the whiteboard and checked if they remembered most of them. Some exchanges between
the teacher and her students reminded me of some concepts we studied in Practice II. Here
there are some examples that I would like to analyse:
Exchange 1:
Student A: ¿Profe qué es un rhino?
Teacher: A rhino? What is a rhino, kids?
Some Students: Es un rinoceronte, teacher.
The teacher, in this case, does not answer him in Spanish but in English and does not
give him the answer directly. Still, she directed the question to her students so that they
could participate in the class.
Juliana spent 5 minutes checking the previous knowledge. Then she continued with the
following activity: watching an extract from the Disney movie “The Sword In The
3. Prof. Estela Braun and Prof. Liliana Monserrat - PRACTICE II, UNLPam.
Stone(1963). The wizard Merlin gets into a magic duel with madam Ming, a witch who
practices black magic. Students already had a bingo chart in their notebooks with the names
of different animals, so they had to pay close attention to the different species that appeared
during the extract and marked whenever they identified one.
Animal Bingo
Fox Turtle Crocodile
Owl Caterpillar Hen
Dragon Squirrel Pidgeon
The Sword In The Stone(1963) - The Wizard’s Duel, First part
The experience was incredibly interesting as young learners got involved when the teacher
presented the video through the projector on the wall. Throughout all the extract, students
commented each other about what was going on:
Student A: vamos corre! corre!
Student B: Uhh!
Student C: ¡Se convirtió en un dragón!
Student D: ¿Seño eso era un zorro?
Teacher: Yes! That was a fox.
This activity took approximately 15 minutes as there were some problems with the
audio coming from the laptop. While pupils were fulfilling the bingo chart, Juliana wrote
some sentences on the whiteboard. Then after claimed “bingo!” and check their charts with
the teacher, she explained the next activity in which they had to choose an animal and match
the different sentences that described it.
4. Prof. Estela Braun and Prof. Liliana Monserrat - PRACTICE II, UNLPam.
Some pupils attempt to ask Juliana about some sentences:
Student A: it eat cheese? (referring to the fox)
Teacher: No, it doesn’t.
This activity took around 15 minutes. Students had to scan the sentences on the whiteboard
to match them with their corresponding animal. To conclude, the teacher ended the lesson
by answering and checking some doubts about the topic and signed the end by saying,
“Well, now is time for a break. See you next class.” Furthermore, the duration of the class
was exactly 45 minutes and the leisure time was respected.
2. Uso de recursos
¿Cuáles son los recursos que se le dan al cuaderno y carpeta? ¿Cuáles son los usos
que se le dan a los libros de texto? ¿Se utilizan otros espacios (biblioteca, taller de
informática)? ¿Para qué se utiliza el pizarrón? ¿Se usan otros recursos? ¿Hay
computadoras en el aula?SE USA ADM (AULA DIGITAL MOVIL)
In this case, students used their notebooks to check the bingo chart with the video projected in
the wall. They did not use the workbook as they had everything already written down.
Moreover, the whiteboard was used to check vocabulary and present the activity with the
different sentences.
3. Dinámica
5. Prof. Estela Braun and Prof. Liliana Monserrat - PRACTICE II, UNLPam.
¿De qué manera se explicitan las formas de trabajo? ¿Cuáles son las formas de
motivación que utilizó el docente? ¿Qué aspectos modificó en la dinámica de trabajo:
cambio de lugares, uso de otros recursos, dedicación de mayor tiempo para
determinada tarea? ¿Cómo es la forma de corrección y devolución? ¿Cómo las
recupera?
Juliana explained the activity and checked if all students understood the vocabulary they had
to apply. The motivational form that I found was the use of the projector and the presentation
of an animated movie to identify the different animals they have learned. The teacher’s form
of correction was through cooperative feedback from other classmates and she mostly
answered back in English. The vocabulary is recovered in every activity as they are all topic-
related content.
4. La clase: Describa cómo fue la secuencia de la clase observada.
1. Organisation of students - Checking the attendance - Ask them about their day.
10 mins
2. Check previous content - Explanation of the teacher of what they did in the
previous class. 5 minutes
3. Presentation of First activity - Video and Animal Bingo Chart. 15mins
4. Presentation of Second Activity - Connect Sentences that describe each animal in
the chart.15 minutes
5. Doubts. 5 mins
6. End of Lesson.
5. El grupo de alumnos
¿Cómo está constituido el grupo? ¿Cómo es la relación entre ellos? ¿Cómo es la
relación entre varones y mujeres? ¿Hay algunos chicos que no se integren, qué hacen?
¿Pueden realizar trabajo colectivo, cómo colaboran entre ellos? ¿Cuánto tiempo
tardan en “entrar en tarea”?¿Cuáles son las dificultades que presentan y cuáles las
virtudes?
Twelve students constitute the group and their relationship seems friendly and stable.
Regarding students’ distribution in class, some male students sit together, but in some cases,
6. Prof. Estela Braun and Prof. Liliana Monserrat - PRACTICE II, UNLPam.
they are mixed. They talk and share comments and do not hesitate to contribute to the class.
For the most part, they seemed to get along pretty well with all their classmates, but two
students sat at the centre of the classroom. They did not talk with their classmates, maybe
because it might be challenging to start a conversation with others as they faced the whiteboard,
which is the case of those sitting on the sides.
6. Síntesis e impresiones de la clase observada.
My first impression of 5th grade was joyful. You could feel a class environment in which
students were involved with the activities and gave you a sense that they followed what the
teacher was presenting. Despite the teacher’s answers and questions being in English, students
could comprehend what she said and fulfilled their activities without further problems.
Dialogue that occurred when pupils were completing the second activity.
Student A: ¿Tenemos que usar todas las oraciones?
Teacher: No, only those that describe the animal.
7. Prof. Estela Braun and Prof. Liliana Monserrat - PRACTICE II, UNLPam.
CLASSROOM OBSERVATION Nº 3
DATE: 07/09/2021
TRAINEE: Cristian Yacopini
YEAR: 5th
COURSE: B. Bubble N° 2.
COMPLETE
SCHOOL: School N° 256.
SCHOOL ADDRESS: VILLEGAS 340, Santa Rosa Capital La Pampa
TELEPHONE NUMBER: 02954-430052
SCHOOL PRINCIPAL: Adriana Weigel.
TEACHER’S NAME: Juliana Badillo.
EMAIL ADDRESS: julianabadillo@gmail.com
TELEPHONE NUMBER: + 54 9 2954 318764
COURSE: 5th grade, B. Bubble N° 2.
NUMBER OF STUDENTS: 12.
BIBLIOGRAPHY: Ormerod, Mark. Shaw, Donna. Tiberio, Silvia C. Hop into English 3.
Macmillan Education, 2017.
TIMETABLE: Lunes, Miércoles y Jueves:16.50 hs. a 17.45 hs. Martes y Viernes: 16.05
hs a 16.50 hs.
8. Prof. Estela Braun and Prof. Liliana Monserrat - PRACTICE II, UNLPam.
Interview with the mentor teacher.
LOOK FOR THIS INFORMATION.
1. SCHOOL OBJECTIVES:
2. AREA OBJECTIVES:
3. SUBJECT LONG TERM OBJECTIVES:
4. SHORT TERM OBJECTIVES:
5. NAME THE SUBJECTS THAT BELONG TO THE SAME AREA:
6. FIND OUT IF THERE IS ANY INTERDISCIPLINARY WORK:
7. SCHOOL ORGANIZATION:
We could not get Proyecto Educativo Institucional (P.E.I.) as our mentor teacher was not
allowed to share it with us. Juliana told us that she could give us something related to that, but
she could not find the time to answer these questions herself.
*Taken from Wright, T. 1987, ROLES OF TEACHERS AND LEARNERS. O.U.P)
Work in small groups to compare your answers.
What similarities and differences are there?
How would you account for these?
9. Prof. Estela Braun and Prof. Liliana Monserrat - PRACTICE II, UNLPam.
CLASSROOM OBSERVATION Nº 4
DATE: 08/09/2021
TRAINEE: Cristian Yacopini
YEAR: 5th
COURSE: B. Bubble N° 2.
COMPLETE THE FOLLOWING:
1. Linguistic objective of the lesson:
to revise previous knowledge regarding habits and activities by using present simple
structures.
To revise different parts of a house.
2. Functional/communicative objectives of the lesson:
To say whether they like or dislike something.
To be able to relate one activity with a part of a house.
To answer yes-no questions about their habits and routines (days of the week, time period and
hours).
3. Steps in the lesson:
1. The mentor teacher checks the homework for the day.
2. Review from previous classes about how to tell their routines (Zoom Class June 22nd
)
3. Warm-up activity: Listen to a song called “Do You Like Broccoli Ice Cream?” bySuper Simple
Songs https://www.youtube.com/watch?v=frN3nvhIHUk. Students check their notes from
previous lessons in the meantime.
4. Oral activity: The mentor teacher asks yes-no questions to the students regarding their habits
or activities:
Do you ride your bike at the weekend?
Do you watch T.V in the morning?
Do you play with your dog in the morning?
Do you play video games?
5. Oral activity: The mentor teacher asks wh-questions to the students regarding their routines or
activities:
a. What do you do after school?
b. When do you do your homework?
c. What time do you have lunch?
10. Prof. Estela Braun and Prof. Liliana Monserrat - PRACTICE II, UNLPam.
6. Final Oral activity: The teacher asks students to look at the different parts of the house and
answer:
a) What do you do in the garden?
b) What do you not do in the garden?
c) What do you do in the bedroom?
d) What do you not do in the bedroom?
e) What do you do in the kitchen?
f) What do you not do in the kitchen?
g) Do you play tennis in the bathroom?
4. The teacher’s beliefs about the nature of language: the teacher believes that repetition
and practice are vital to understanding vocabulary and functions. Before moving pupils to
create their own compositions, they should first practice with different models in the students’
book and analyze how sentences are formed and how information is organized. In this sense,
she believes that students should start learning English in little chunks before forming complete
sentences.
5. The teacher’s beliefs about the nature oflearning: She believes that whenever it is possible,
English should be used in class. Furthermore, she believes that knowledge is group constructed, so she
does not answer directly whenever a pupil has a doubt. Still, she redirects the question to the whole
group so students can participate in their own learning process.
6. Learner grouping (what percentages of the lesson was devoted to the following
organizational patterns:
Students, at least in the observations that I have experienced, usually work individually. However,
questions are solved all together and they share their opinions and learning process with their peers. In
this case,the whole lesson wasdesigned to revise previous knowledge as they will have a practice paper
this Friday, the 10th
.
11. Prof. Estela Braun and Prof. Liliana Monserrat - PRACTICE II, UNLPam.
*Adapted from R.S.A. checklist
* Adapted from Nunan, D. 1988. THE LEARNER- CENTERED CURRICULUM. C.U.P.)
Work in small groups to compare your answers.
What similarities and differences are there?
How would you account for these?
12. Prof. Estela Braun and Prof. Liliana Monserrat - PRACTICE II, UNLPam.
CLASSROOM OBSERVATION Nº 5
DATE: 10/09/2021
TRAINEE: Cristian Yacopini
YEAR: 5th
COURSE:B (twelve students)
CLASSROOM MANAGEMENT
1. Rate the lesson according to the following key:
1. Does not all reflect what went on
2. Only marginally reflects what went on
3. Neutral
4. Describes rather well what went on
5. Is a totally accurate reflection
1. There was no cultural misunderstanding 1 2 3 4 5
2. The class understood what was wanted all the time 1 2 3 4 5
3. All instructions were clear 1 2 3 4 5
4. Every student was involved at some point 1 2 3 4 5
5. All students were interested in the lesson 1 2 3 4 5
6. The teacher carried out comprehension checks 1 2 3 4 5
7. Materials and learning activities were appropriate 1 2 3 4 5
8. Class atmosphere was positive 1 2 3 4 5
9. Student groupings and sub-groupings were appropriate 1 2 3 4 5
10. The pacing of the lesson was appropriate 1 2 3 4 5
11. There was enough variety in the lesson 1 2 3 4 5
12. The teacher did not talk too much 1 2 3 4 5
13. Error correction and feedback was appropriate 1 2 3 4 5
14. There was genuine communication 1 2 3 4 5
15. There was teacher skill in organising group work 1 2 3 4 5
16. There was opportunity for controlled practice 1 2 3 4 5
17. Students were enthusiastic 1 2 3 4 5
18. General classroom management was good 1 2 3 4 5
13. Prof. Estela Braun and Prof. Liliana Monserrat - PRACTICE II, UNLPam.
Notes on the class:
Today, Friday the 10th
, students had a practice paper that served as a stage of examination
requested by the institution. The atmosphere was somewhat tense at the beginning, as some
students were nervous about being tested. However, after the teacher explained what they
had to do and moved around the class,checkingthat none of them had any doubt, they calmed
down a bit. Some pupils could do the activities by themselves, but others needed more help
to complete them. An aspect that I would like to highlight is that the teacher always gave them
enough security to feel that they could do what they could and not feel bad if they could not
complete an activity in the lesson time. In this sense, I felt that despite being a test, pupils
enjoyed the fact that they could solve the activities they had been practicing. One of the
students, Tiago, was smiling when he finished the set of activities and said, “¡Vamos! ¡Si!”
and Vale, who was facing him on the classroom’s opposite side, said, “¿Tan contento te vas
a poner?” while she laughed.