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.

1. Emili López
TALLER DE PRÁCTICA DOCENTE 2015
I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE 2014
Trabajo Final de Evaluación Personal de la Práctica
Docente
Primer Período
I.F.D. Nº13
Alumna Practicante: López, Fernanda Emili Estefanía

2. Emili López
TALLER DE PRÁCTICA DOCENTE 2015
Trabajo final de Evaluación Personal de la Práctica Docente
Primer Período
Introduction
I started my first practicum period as an English teacher trainee at I.F.D. N°13,
which is a school in Zapala, Neuquén. As there are not any kindergarten institutions which
teach English to their students, I was allowed to do this first period in year 1 of the primary
level of such school. Before I started practicing, I had two observation sessions where I
was able to observe the dynamics that took place within the classroom, as well as the
teaching approach the course teacher used and how students reacted to such approach.
I had to teach a first year class with 16 students, most of them were having their
first encounter with English during this year. Some of them knew the numbers and colours
before attending these classes. When I asked the teacher about this, she said some
students’ parents had taught them at home during their first years of life.
The approach the teacher used was mainly grammar-translation, because she
explained the topics making use of L1 and the focus was on the translation of the words
she taught. There was also a little bit of audiolingualism, as mechanical exercises were
done. Students were never challenged to use the target language to imply real meaning.
They only repeated what the teacher said.
If I have to start thinking back so as to establish the first objectives I set and to
reflect about the first period of my practicum, I would say that the initial aim was to be a
qualified teacher. It was also important to start getting used with the tools and strategies
that are needed to work in the classroom with young learners. This group of students was
supposed to have a different insight into foreign language learning and at the same time,
to use different strategies that would help them improve their learning skills. The activities I
designed were according to the pedagogical perspective. I also would like think students
enjoyed every lesson.
In my opinion, I made use of a lot of interpersonal skills and classroom
management strategies. I think now I reflect more enthusiastically as regards how
teachers stand in front of their students. I learned that teaching young learners has a lot to
do with how one shows his/her emotions throughout the lessons. I had the opportunity of
working with a young child with Down’s syndrome and this was one of the most meaningful

3. Emili López
TALLER DE PRÁCTICA DOCENTE 2015
experiences from this practicum period. Having had the opportunity of being called
“teacher” by this students was priceless.

4. Emili López
TALLER DE PRÁCTICA DOCENTE 2015
Development
Firstly, I decided to focus on students’ needs by taking into account their age and
that this was their first encounter with English. As I was going teach 5 lessons, I decided I
could try to give students a different experience of English language learning which
involved different materials.
When I started working with this group, I could notice it was a teacher-centered
class. Therefore, I decided to change a little bit the way things had been working. I tried to
use the target language for classroom communication and helped students to do it so. I
think I developed a more communicative approach to teaching and learning. Lessons were
formed by a meaningful context in order to teach new language items. I also made use of
the technological tools and I took my own computer and audio material for students to
learn English in a different way.
I planned the five lessons I had to teach following the guidelines above. In the
beginning, I did not believe that students could be able to understand if I spoke English to
them. However, after carefully choosing material and resources which would make the
lessons more appealing for students, I believe they managed to understand the main aim
of the lesson. Moreover, I had to make a lot of revision as regards the way young learners
learn and their characteristics during the learning process.
For the first lesson, I made a revision about colours, numbers and school objects.
The aim was for students to be able to recognize the school objects whenever I said them
out loud and to understand what I was referring to. I used an interesting activity by
becoming students involved in the lesson from the very beginning by using a game. I used
badges to assign different students the role of “secretaries” and they really enjoyed being
a secretary for a day. I also used a “weather” song for them to discuss the weather of each
day. I designed a worksheet and students could draw what they had in their school bags. I
enjoyed the lesson and felt quite well when teaching young learners.
The second lesson was quite interesting because I could use realia. I presented
students the topic of “pets” and I included pictures of my real pets for doing this. Then
students were called to the front and could touch the toy pets I had brought to the lesson.
Revision was fostered through short questions about the pets’ colours. During this lesson
TPR was used since students developed kinesthetic activities by standing up or sitting
down according my commands. Moreover, students learnt the difference between big and

5. Emili López
TALLER DE PRÁCTICA DOCENTE 2015
small and they could apply this when drawing their pets to design a poster. A song was
displayed when students were working so as to calm down this energetic group.
I really enjoyed the third lesson. I recorded it and this always implies extra pressure
on me. I do not why but I just feel a bit strange when I am being recorded. Nevertheless, I
managed to give an interesting lesson to students. I used a story as a presentation which
involved a lot of miming, gestures and the use of colourful flashcards. The aim of the
lesson was to teach feelings. Students already knew happy and sad but I included angry
and sleepy. One of the characters from the story was used to show students different
feelings. I designed white masks for students to draw their feelings and I went around the
classroom asking them about one of the characters of the story (whether she was happy
or not). Once again a song was displayed to accompany the production stage.
In the last lesson with this group, I used a video to teach farm animals. Once again,
this lesson was recorded. Students has already worked with the presence of a video
camera. The video was quite interesting because students could listen to the animals’
sounds and this is something universal and for this reason students could recognize their
sounds. Students learnt animals and their sounds by using flashcards and producing the
sounds on their own. I used a big and colorful poster for students to recognize the animals
and their correct names on it. Revision was made through some worksheets which
students could colour according my instructions. What is more, students could revise
colours and sizes through this lesson too.
If I have to think forward, I would change a couple of aspects . It was
difficult to plan lessons for students who did not speak English at all. They were only used
to repeating chunks and this made it difficult for me to plan accordingly. They were not
used to being talked to in English either. Perhaps the school was not appropriate enough
for this type of practicum period. Moreover, distance education modality contributed to the
feeling of being alone. During this period, I did not have partners to talk about certain
issues and doubts. Nevertheless, if it think inward about this situation, this made me be a
stronger person and teacher. I could not be happier after ending this period since I feel I
have created a relaxed and entertaining atmosphere. I am satisfied with this period and I
am looking forward to the other two periods’ reflections. It has been a difficult and tough
year. This does not mean it is not positive but it means I can now appreciate a lot more
about teachers’ work inside and outside the classroom.

6. Emili López
TALLER DE PRÁCTICA DOCENTE 2015
Conclusion
At the end of my first practicum period I experienced a lot of different feelings. I
think whatever I felt was in a continuum. I first felt scared and worried since it was the first
period and the first time of doing many different things. It was the first time I worked with
young learners and this was quite challenging. Moreover, it was my first time doing specific
lesson plans to develop such lessons. Then, it was the first time I was recorded when
teaching and this made me feel nervous. I ended the period feeling happy and exhausted
at the same time. It was also the first time working with a child who needed special care
from my part.
This was just an insight into real classroom teaching. There a lot of issues which
happen in everyday situations and which teachers have to go through. We should take into
account that there is a difference between theory and practice and that we need to be
patient most of the time. I think that we should devote a lot of time to lesson planning and
looking for resources which aid students’ comprehension of the topic.
I think these students learned something and most important of all, they
experienced a different approach to the learning of a foreign language. I know it is
important to take into account the conditions where students learn, in this case they were
not so good. Nevertheless, they made a great use of different resources. In the end, I
could not be happier because I also had the possibility of creating a bond with these lovely
group of students.
I have received a lot of feedback from the teacher in charge of this group. This has
contributed to thinking outward about this experience. I could talk with her about different
issues regarding the teaching of English to young learners. Unluckily, there is little to be
done. As the teacher told me, hours of English have been reduced through the years.
However, I believe that even for 40 minutes per week students need to receive proper
teaching of English.