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Clase 18 Review content

In closing, I found it interesting to be able to review everything we had learned together, using the game that they had liked the most, in this case, "pass the parcel", everyone had time to mention the vocabulary, listen to others, repeat words, Correct the pronunciation, and also remember the meanings through the images. Finally, describing an image was something challenging, which was worth it, since they were able to observe their ability in using the language, motivating them to learn it.

Describe this lesson in terms of a metaphor:

"Time is a thief "

Time took these moments, these students, and left many beautiful memories.

I could see the affection of each one of them in the farewell because when we teach, we leave part of our heart in each classroom we step into because learning English does not have to be boring, much less frustrating, bringing joy to the classrooms along with the excitement of learning a new language, that is my new goal.

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Clase 17: physical appearance.

In this class, we were able to review and review the contents, as well as listening, reading and writing skills.

The activity that the students liked the most in this class was being able to search through what the teacher told them to do, for example, "Find a girl with long hair", the group work allowed everyone to participate, and try to cut out and paste each image. Then we reviewed the vocabulary, with which they already felt more confident and made the following activities scheduled for this class more bearable, such as true and false.

What aspects of the lesson require change/improvement?

The work that involves searching for cutting and pasting takes much more time than expected, as does the order of the materials of that class. It must be taken into account that the use of time cannot be the same, or leave this activity as the closing of the job.

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Clase 16- Physical appearance

What teaching strategies did you use? Which ones were effective? Why / why not?

Taking into account the development of vocabulary, this class focuses on developing listening, reading and writing skills, using the vocabulary learned. Many achieved a more fluid reading, and some of those who were not encouraged began to participate, through waiting and teacher indication, since one of the observations of this practice was to encourage the students individually and in groups to ensure that everyone participated.

The work was calm and everyone was able to complete and review the vocabulary, which they still did not manage to learn completely, which is why it was decided to opt for one more class on this topic.

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Clase 15: Physical appearance

Reflection:

How did the students react to your teaching, to the activities and the materials? How did they react to the lesson?

These children love songs, so taking into account the previous classes, I decided to include one more song, this time using gestures to dance, pointing to the parts of the body, everyone liked it and they were able to sing and dance to it without problems.

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Describing People Vocabulary Rap | Listen And Repeat | ESL Kids | Planet Pop

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In the photo: Children writing their descriptions

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Clase 14: Physical appearance

Choose a quotation that represents an event, knowledge, or insight in this lesson:

“The only impossible thing is what you don´t try”

Putting together sentences is usually a challenging issue in the group, as we continue to build reading and writing skills.

We started the class with a video after the introduction, the video was attractive to them, and they were able to understand the vocabulary as well as repeat the words. I included the reference and explanation of the use of Has in American English, and the use of has got that the activity book mentions.

Finally, it is amazing to see how every day more students are encouraged to read aloud. In this class, most of them were encouraged to read the descriptions present in the video

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Clase 13: “My family”

What teaching strategies did you use? Which ones were effective? Why / why not?

In this class we expanded a little on the vocabulary about family, most of them have large families and they want to mention everyone, so they were excited to mention each vocabulary.

Listening and repeating, remembering the meanings were key in this class, and then we prepared for the game "Chinese whispers", in which each student had the opportunity to whisper statements about their families, for example, "my mom is Carla", they laughed and they shared about their families, it was something very entertaining from which you could see how the students learned while enjoying the game.

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It is the photo of my family that I bring to my students to start working on the family.

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CLASE Nº12- MY FAMILY.

Learning vocabulary about the family is a beautiful thing to learn because they not only learn vocabulary but also to see different sociocultural realities about the constructions of the family. They all loved being able to learn this vocabulary, describe their families, and hear about their friends' families.

What do you find useful of this lesson that will help you plan the next one?

In this class I found useful the way in which the students referred to their families and the need for vocabulary to refer to each of the members, which is why this information was useful to continue working on the topic: families are all different.

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CLASE Nº 11 - SCHOOL OBJECTS.

They managed to identify the school objects.

As well as differentiating and classifying different words, it was an activity that took a long time and in which some felt lost given their reading difficulty.

What aspects of the lesson do you consider successful?

It was successful in the way of correction, In the end, we corrected it together on the board, thus avoiding frustrations, and they could check their own worksheet. I could have observed how they celebrated their achievements or started to correct their mistakes.

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CLASE Nº10 - HAVE O HAVEN´T

Reflection:

Choose a moment that was important for you during the lesson. Describe it and say why it was important.

Showing different pictures about have or haven´t got, students have to stomp their feet if the answer is NO and clap their hands if the answer is YES. For example, they were shown a picture with a pencil sharpener, followed by the sentence, I have a pencil sharpener, and students should clap. It was a very fun moment that we shared, and everyone was encouraged to participate. In this game, the students managed to understand not only the use of have and haven't but also the participation instructions.

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CLASE Nº9 - SCHOOL OBJECTS. Reflection: Describe this lesson in terms of a metaphor.

Metaphor: Life as a lottery: "taking your chances" or "waiting for the penny to fall"

Life is like a lottery, and technical problems are too. The song was not heard and there were technical problems, it was not a good song, they didn't understand it and they didn't like it either.

Despite that, they read the lyrics of the song, where they managed to identify each word of the school objects, and we continued with the rest of the activities.

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CLASE Nº8 World environment day

Reflection:

Choose a quotation that represents an event, knowledge, or insight in this lesson.

Quotation: “You can't just keep doing what works one time, everything around you is changing. To succeed, stay out in front of change.” – Sam Walton

We organized a talk which ended up being requested by the headmaster, to share it with all the school classes, being the initiative of the 6th-year work.

The class was not given as expected, given the situation of the change of location and the sharing with others, after the talk we reviewed concepts in English and some specific questions such as for example what was our locality doing with the plastic caps? And where we should throw the used oil, with multiple-choice questions, and we did the activity all together.

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CLASE Nº7 Reduce, reuse, recycle.

Reflection:

Include a photo of a moment in the lesson, or a task students did, a picture from the board or any other lesson component you would like to share, and describe it.

Through the song worked on the previous class, we reviewed the most important content, as well as the specific vocabulary, we discussed the meaning of each word and what we could do with the garbage, reduce, recycle or reuse. The board was completed as the students were encouraged to participate.

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CLASE Nº6 REDUCE REUSE RECYCLE.

Reflection:

What do you find useful of this lesson that will help you plan the next one?

I find useful the uses or rhymes and songs to learn vocabulary. Learning a song made the students attentive in all their senses. Taking into account the students' reaction and learning with the new song, it turned out to be a tool to attract the students' attention, encourage everyone to participate, and review vocabulary in the following classes.

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Elephant English - Kids Songs and Stories

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Kids learn English through songs: Reduce.Reuse.Recycle  | Kid Song | Elephant English

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Class Nº 5:

In the context of “World Environment Day” – animals and rubbish

Reflection:

Choose a moment that was important for the students during the lesson. Describe it and say why it was important.

Students work on vocabulary, sequence order, and reviewing the story they have already worked on.

But the most important moment for them was being able to go out to the hall and to the playground to collect garbage. Unfortunately, there were no videos of this activity, It was an activity that required a lot of effort to maintain control so that the class was organized, but it was a unique experience.

They understood the need to take care of their space, to leave the room clean, and to be able to start recycling waste. The practical activities leave them with another type of learning, being able to connect the language with sociocultural values. They were also congratulated by the headmaster, which caused them great enthusiasm.

The image shows how clean the hall and patio were by the students (without any paper or trash in sight).

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CLASE Nº4 HARRY SAVES THE OCEAN.

Reflection:

>What aspects of the lesson do you consider successful?

>What aspects of the lesson require change/improvement?

This lesson was very interesting, personally to analyze the practices since several elements were not successful and require improvements, such as reading the story, many of the children are not literate, therefore when seeing a story, they do not have an attitude favourable, it is difficult for them to listen to it and pay attention, I think it would have been interesting to present it in a more digitalized way, focusing on the drawings and specific vocabulary. However, there were very good and successful elements such as the creation of the poster, the students understood the story and were enthusiastic about drawing the animals and creating the poster, they repeated the names, the habitat and the specific vocabulary of the class.

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CLASE Nº 3: Animal s and habitats. Pass the parcel game

Reflection:

>An video segment from the lesson, and reflect on what is viewed or heard.

See the videos: https://drive.google.com/file/d/1h2_OuXCfBiGOZaDoz9lk-h2L-wxKZkd3/view?usp=sharing

https://drive.google.com/file/d/1XV65olWVMrEACQrZhqv2Et_hKohvlfkv/view?usp=sharing

>A moment that was important for you during the lesson. Describe it and say why it was important.

In this class everyone remembered the animals they worked with previously, which was something very positive, everyone wanted to participate, and the game became very entertaining, although a little long since everyone wanted to take out their animal. The most important moment for me was having achieved the participation and inclusion of everyone, since we have a student who has integrated activities and his support teacher, given his severe autism, who does not always like to participate in group activities, However, he was happy and was able to participate in this activity like all his classmates. He was able to see values such as camaraderie, respect and collaboration among everyone.

In the video we can see the above described, as well as their organization, involvement with the game, how they follow the rules, and their excitement to participate.

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CLASE Nº2: ANIMALS AND HABITATS

Reflection: What teaching strategies did you use? Which ones were effective? Why / why not?

In this second class, different teaching strategies were used, such as active learning: students get directly involved in their educational process, they write the names of the animals, listen and repeat, and they carry out different activities from problem-solving and where the animals live. In addition, the integration of technology by facilitating access to resources and promoting interactive learning and watching videos about where the animal lives, and finally, game-based learning, incorporating games into the learning process.

The most effective strategies were the resolution activities, and the incorporation of technologies, since the game was difficult and took a long time for the students to understand the instructions, taking into account that they had never played a game in English, it required a lot of help. and mimic gestures to help understand the slogan, in the game yes/no with a rope.

They had to listen to the phrase and say if it was true (yes) or false (no), for example, “Giraffes live in the ocean”, and the students had to jump, finally it worked, but not as expected since it took much longer than agreed

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CLASE Nº1: ANIMALS

Reflection: How did the students react to your teaching, to the activities and the materials? How did they react to the lesson?

The students reacted positively to the lesson. Since it was new for them, they were very expectant. Everyone wanted to participate. On one side, they wanted to see the images of animals; they loved it. On the other hand, some of the students were a little embarrassed at the beginning, but at the end of the class, everyone managed to participate, present themselves, and join the class.

In the first class, as seen in the image, we were all in a round clapping. We sat down and sang a song to introduce ourselves. It was the first time they were singing in English, and everyone was encouraged to participate.

In the same round, different animals and their vocabulary are presented in a “surprise box”.  They really liked seeing the images of the animals, managing to hear and repeat their names, and incorporating the new vocabulary.

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Being able to observe the way of working, as well as the dynamics of the group, helps me to prepare myself for my practices.

In this case, I drew some conclusions such as:

>We needed strategies to speak in English since they do not usually do so continuously.

> We need activities that reinforce the activity book.

>We need a class routine.

To sum up they usually work individually or in pairs, exclusively following the guidelines in the worksheets.

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Regarding the general characteristics of the group, there are 22 students in the 4th grade of basic primary school, who are between 8 and 9 years old. For the most part, it is not a group that stands out for absenteeism; they are participatory and dynamic. They really like to paint and draw. They do not usually understand long instructions, and they have not fully developed reading and writing skills.

As for the social aspect, the group presents some problems of coexistence, as evident in the observation process. Some do not have all the materials to work, from a black pencil to the didactic folder; it is the teachers who provide these tools to those who do not have them.

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Primary school Nº 5 remains strong, fighting for its place in the community and continuing to teach and educate hundreds of children who pass through its galleries. It has been touched by incomparable events, but today, it remains strong and solid, continuing to build knowledge.

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