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The lesson focused on the language function of describing causes and consequences using zero and first conditional sentences, contextualized through the topic of natural disasters and environmental issues. The aim was to guide students to make predictions and express real possible future situations using correct conditional forms. A combination of collaborative games, scaffolded grammar tasks, and brain breaks was used to sustain engagement and support language production.

A highly effective strategy was game-based learning. Activities like “Jeopardy" allowed students to internalize conditional forms in a dynamic, low-stress environment. Also, it promoted peer interaction, encouraged creative thinking, and provided valuable opportunities for repetition and correction in real time.

During Lesson 2, I had planned a brain break consisting of two short activities — a word chain and a memory game using Canva — to provide students with both mental relaxation and playful engagement. However, I soon realized that time was not enough to carry out both activities without affecting the pacing of the main tasks. Although students enjoyed the break and responded positively, I felt rushed moving into the next stage of the lesson. This experience made me reflect on the importance of being realistic with timing and ensuring that brain breaks remain refreshing rather than rushed. So this is one aspect that requires change for my future lessons. Moving forward, I will limit brain breaks to one well-chosen task, depending on the class’s energy level and the demands of the lesson. This adjustment will help preserve the balance between relaxation and productivity, while maintaining a smooth lesson flow.

One of the moments that I found useful in this lesson was during the explanation of the grammar topic as modeling and peer collaboration played a vital role in building students’ confidence. By asking guiding questions and providing sentence starters, I was able to scaffold student responses effectively. Students who initially hesitated became more willing to participate once they saw the structure modeled clearly and supported by their peers.

Students responded enthusiastically to the lesson, especially to the interactive and competitive elements. The Jeopardy game and “Spin the Future” activity were particularly successful in maintaining motivation and maximizing participation. Students were focused, asked questions, and showed signs of engagement such as smiling, laughing, and even clapping after their teammates answered correctly.

In more structured tasks like “Crack the Conditional Code” and “Finish My Sentence,” students showed a good level of understanding and were able to apply the target grammar accurately. They appreciated the clear visual aids and the chance to work both individually and in groups. During the worksheet activity “15 Ways to Help the Environment,” students remained on task, asked about new vocabulary, and used the target structure successfully in written form.

Quote for this lesson: “If students are engaged, they will learn; if they’re moving, they’ll remember; and if they’re having fun, they’ll come back for more.”
This quote summarizes the spirit of the lesson: a structured, purposeful, and dynamic class that encouraged learners to think, move, and connect with the language in a meaningful way.

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This lesson was like stepping into a parallel universe where imagination ruled the classroom. Just like opening a door to a world of “what ifs,” each activity invited students to break free from everyday logic and explore what could happen if they were rich, famous, or had superpowers. Grammar wasn’t taught in isolation — it became the passport that allowed students to dream, create, and express unreal but meaningful possibilities. Second conditional sentences were no longer abstract structures — they were the key to navigating hypothetical realities, like being an alien or living on a volcano.

I´ve chosen to share the video of the warm-up as it was a key part of the lesson. The warm-up activity titled “What if?” was designed to introduce students to the concept of unreal or imaginary situations using the second conditional. I displayed a set of creative and fantasy-based images — such as a time machine, a superhero, an underwater city, and a Viking flying a dragon — and asked students what they saw and whether those scenarios could happen in real life. This immediately sparked curiosity and laughter, setting a playful and imaginative tone for the lesson.

I then asked: “If this were real, what would you do?”, prompting students to make their first attempts at forming second conditional sentences. I also modeled an example: “If time machines were real, I would go back to my first time in New York!”

Students eagerly shared their creative ideas and listened to each other attentively.

This warm-up was highly effective because it combined visual stimuli, imagination, and student-centered interaction to make the grammar point both accessible and engaging right from the start.

One of the most engaging moments for my students of the lesson occurred when I introduced the Canva presentation on influencers and streamers. Students immediately sat up straighter, eyes glued to the screen, some even whispering, “I know him!” or “That’s the guy from TikTok!” The visual, modern, and relatable content captured their attention in seconds. The discussion that followed — about fame, responsibility, power, and the challenges influencers face — sparked genuine curiosity and spontaneous participation. Several students who usually remain quiet during grammar explanations became active contributors when asked: “What would you do if you had 5 million followers?” The topic clearly resonated with their interests and digital culture, giving them a personal reason to use the target structure meaningfully. It was a clear reminder that relevance boosts motivation — and Canva served as a perfect bridge between language learning and real-life context. I will defeinitely take this into account for the planning of the following lessons.

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This lesson focused on helping students express opinions about fame and privacy, particularly in the context of celebrity children, using vocabulary and structures related to agreement, disagreement, and the second conditional.

The class began with a warm-up reviewing common phrases for agreeing and disagreeing through a collaborative worksheet activity. Then, students were introduced to a Canva presentation exploring the topic of privacy for children of celebrities. They watched a short video and discussed their views using the target phrases. I felt amazed at how engaging a multimodal presentation could be - every time that I choose this tool my students show interest and excitement towards my material.

Something that I believe has improved is the organization on the board: I planned to divide the board into clear sections—for example, one for grammar rules, one for examples, and one for useful phrases or student contributions. I’ll also use consistent color coding (e.g., blue for condition, red for result) and write titles at the top of each section to help students easily navigate the content. Improving this aspect will not only make the lesson more visually structured but also support students who rely on visual aids to process and retain language.

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Presentation - Privacy for Celebrity Children by Veronica Walter

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Presentation - Privacy for Celebrity Children

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Presentation - Privacy for Celebrity Children

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This 80-minute lesson focused on expanding students’ vocabulary related to entertainment and fame, while reinforcing listening comprehension, preference expressions, and collaborative speaking tasks.

For this lesson I chose to create hypermedia materials using the vocabulary introduced in the unit and some of the tasks given in the student´s book.

The class began with a dynamic vocabulary guessing activity using a Canva presentation titled “Vocabulary in the Spotlight”, where students used clues to discover words related to stage and screen. This activity sparked immediate engagement and curiosity.

The lesson progressed with a crossword task called ¨Verbs on Stage and Screen¨(photo) in which they used the vocabulary learned during the warm-up. My students loved the idea of learning new vocabulary from Canva presentation and the use it to do a crossword. They were engaged and focused on the task.

A highlight of the lesson was the “Backstage Brain Boost”, a fun recall game where students raced to write down vocabulary from recent lessons. They got more excited as they noticed how many words they could related to each category.

Another highlight of the lesson was the interactive “Stage Whisper” game, where teams gave creative definitions using newly learned vocabulary. This final game helped consolidate vocabulary and encouraged peer support, creativity, and listening skills.

Overall, the lesson was highly engaging and successfully balanced vocabulary expansion, listening practice, and communicative output in a structured and playful environment. I will definitely take this one into account for the planning of my future lesson plans.

Personally I believe that this lesson was a key moment in my practicum as I could see how important is to create a meaningful experience regarding vocabulary so as to have my students motivated and eagered to enrich their knowleage.

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Warm - Up activity: ¨celebrity Quick Quiz¨

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My sixth practicum lesson was like a live performance during a sudden blackout — the spotlight flickered, but the show went on. Just like an actor who must stay in character despite unexpected technical issues, I adapted to the power cuts by improvising, reimagining visual tasks through spoken clues, and keeping my students engaged with voice, presence, and flexibility. Each part of the lesson became a new scene — some played as rehearsed, others rewritten in the moment.

The first warm up activity (video) was engaging and challenging for my students. As you can see in the video, I asked them some questions about celebrities or asked them to mention differents words related to the target vocabulary. Students participated eagerly and demostarted how much they know. It was a useful way to revise vocabulary from previous lessons, and check understanding.

Regarding my teaching strategies, I consider that the pre-reading task was well developed and my students had enough scaffolding to complete the multiple choice reading task. Reading the text allowed us to check vocabulary and understanding. Also, by asking them to highlight the answer in the text, made it easier to see and understand the answers. Regarding the closure, I chose to play the Word wall game (If/Unless) and then we played a quick version of ¨Don´t break the chain! ¨game to end the lesson.

Students had opportunities to interact meaningfully, which was a key point in the lesson for me as they shared experiences and talked about their favourite influencers using the target language in a meaningful context.

Classroom management was effective, with clear instructions, positive reinforcement, and the use of non-verbal cues to maintain order and keep students focused. I had to call the attention of some students this time. The use of resources was appropriate and contributed to the lesson’s clarity and engagement.

I maintained a positive rapport with the learners throughout. I tried to create a supportive atmosphere where students felt comfortable participating and asking questions. Some responded with enthusiasm, and many showed increased confidence as the lesson progressed.

Overall, I feel that my lesson was well-received by my students, and I successfully created a positive and supportive learning environment.

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This lesson was designed to help students develop their writing, speaking, and vocabulary skills through the theme of entertainment blogging. Students explored positive and negative opinions about books, films, and TV shows, learned useful expressions to comment critically, and practiced personalized writing in a creative format.

The lesson began with a Category Brainstorming Race, which immediately energized the class and activated prior knowledge related to types of books, shows, and films. Students enthusiastically listed genres, showing great recall and engagement. The follow-up activities — including a word search, a memory grid, and a comment analysis task — provided a structured path to the writing task and gave learners plenty of exposure to relevant vocabulary and opinion phrases.

The highlight of the lesson was the “Become a Blogger” activity (photo). Students were asked to assume the role of a blogger and write short entries introducing themselves and sharing their favorite film, TV show, and book. They were encouraged to include both positive and negative opinions, which helped them practice balanced writing and reflect on their personal tastes. One student, for example, wrote that “Toy Story is a beautiful movie, but it’s a little sad in some moments”, showing both emotional engagement and the ability to express nuanced thoughts. She also described “Friends” as a funny and entertaining show, but “a little long” with ten seasons — a clear demonstration of critical thinking in English.

Students reacted very positively to the materials, especially the blog worksheet, which they found fun, personal, and relatable. The blog layout, with its visual prompts and clear sections, helped guide their writing and gave them a sense of authentic purpose. Many were excited to share their entries aloud or with peers, and some even added smiley faces or emojis to personalize their writing, showing ownership and pride.

The class ended with a short closure task, where students commented orally on their favorite entertainment using new expressions such as “The best thing about…” or “The only bad thing is…”. This final step reinforced the day’s learning outcomes and created a relaxed and confident atmosphere in the classroom. Personally, I believed that the closure was an important moment for me in the lesson as I could see how well developed their answers were, uisng the target vocabulary and structures seen in class.

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Lesson 8 was one of the most successful sessions in my practicum, as it combined strong student engagement, clear language practice, and a variety of meaningful tasks.

The “Entertainment Consultant” activity was particularly effective — students enjoyed analyzing client profiles and giving personalized recommendations using the second conditional. Their reactions showed genuine enthusiasm, and many used the target language confidently, supported by the scaffolding and sentence starters provided on the board. The materials I selected, such as the Client Cards, Wheel of Names, and the creative brain break “Draw the Alphabet”, contributed to a dynamic and motivating atmosphere.

Writing an article as the final task of the sequence was a meaningful and effective way to bring together the vocabulary, grammar, and communicative skills students had developed throughout the unit. It provided them with an opportunity to consolidate learning in a real-world format, encouraging them to express personal opinions while organizing their ideas clearly and cohesively. It also fostered autonomy and creativity, allowing each student to choose their own topic — such as a favorite band, film, or book — and reflect their voice and interests.

Overall, the lesson offered a balanced mix of skills, and I was pleased with the flow, classroom management, and learners' participation throughout.

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Brain Break: ¨Think Outside the Box: This is not a cloud...¨

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This journal entry focuses on my first lesson titled “Natural Disasters”, designed for B1-level students.

The main language function of the lesson was to describe causes and consequences using zero conditional sentences in the context of natural disasters. The aim was to help students understand how this grammatical structure can be used to express general truths and scientific facts, such as “If it rains a lot, rivers flood.” To support this objective, I implemented a variety of teaching strategies, interactive activities, and multimodal materials to engage learners and foster meaningful communication.

This journal entry focuses on my first lesson from the sequence titled “Natural Disasters”, designed for B1-level students. The main language function of the lesson was to describe causes and consequences using zero conditional sentences. The objective was for students to understand how to express general truths and cause-effect relationships, such as “If it rains a lot, rivers flood.” The topic of natural disasters provided a meaningful and relevant context to explore this structure. I aimed to create an engaging and supportive learning environment through varied teaching strategies, interactive activities, and a balance between cognitive tasks and brain breaks.

One of the most successful strategies in this lesson was the use of authentic visual materials, including images of different natural disasters. These supported comprehension and provided real-world relevance for the vocabulary and structures introduced. Another key strategy was scaffolding the use of zero conditional sentences: first, students were exposed to clear, contextual examples; then they practiced through guided sentence-building activities. I also incorporated collaborative tasks, such as group matching exercises and peer correction, which encouraged interaction and reinforced understanding. These strategies were effective because they supported both language accuracy and fluency in a meaningful context.

My students reacted positively to the lesson and were especially engaged during the video listening task and image-based activities. These materials sparked curiosity and discussion, allowing students to connect prior knowledge to new content. During the group work activities, students collaborated actively and seemed confident when forming zero conditional sentences. The sentence-building task where they had to complete “If…” clauses related to natural disasters was particularly well received—they enjoyed making connections between real-life situations and grammar structures. Their overall participation was high, and they remained on task throughout the lesson.

In the middle of the lesson, I included a short 10-minute brain break, where students first played a game called ¨Say the Opposite¨and then they were given a ¨Think oitside the box¨activity where they had to use their imagination to create an image parting from a line already given. This light-hearted activity helped release physical energy and recharged their focus for the second half of the lesson, which involved more cognitively demanding tasks like writing, listening and speaking using the target language. This experience highlighted the importance of brain breaks as an essential classroom management and cognitive support strategy. They contribute not only to students’ well-being but also to their sustained engagement and productivity.

Overall, this first lesson was successful in combining meaningful content, language practice, and student engagement. The strategies used were effective in promoting participation and understanding of zero conditional structures, while the materials helped contextualize the language in an accessible and relevant way. Students responded well to the teaching approach and showed motivation throughout the lesson. Incorporating a brain break made a noticeable difference in their energy levels and focus. This experience reinforced the value of planning for variety, interaction, and pacing in lesson design.