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You have fully completed all 6 tasks.
This looks great with everything clearly organised and some some great visuals.  I particularly liked how you presented Task 5.
Your detailed and well-written posts show you have fully engaged with the content of the sessions and related this to your own teaching context.

This is an excellent piece of work. Well done!

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The most thing that I enjoyed during those 4 weeks is sharing with tutors with different countries. It was amazing to get in touch and learned from them, interchange knowledge, meet their culture, and use the English language to be communicated.

To be honest, all of that was that I expected since I read the first timetable. And now I am fascinated by the way how they have developed the courses, contents, class activities, extra activities (homework), lectures, school visit, and also the extra session about the Education in England. I would like to say that I have learned and reviewed some grammar lessons, I have enhanced my language skills, my knowledge, and my teaching abilities specifically on methodology and strategies. Well, as a result of the last four weeks, I am going to put into practice all I have learned in my personal and professional life and take some important notes in order to avoid missing and share them with my other Panamanian colleagues who haven’t traveled yet.

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I really enjoyed making classroom materials with my partner. It is a way to think hard to provide our students the appropriate activities in order to develop content lesson and the English language abilities (speaking, listening, wiring, and reading). And also it is a manner to put into practice the cooperative and collaborative learning.
I can say that my challenge (as a teacher) was recognizing that it is important to be organized and also be careful giving clear directions where our students can develop those activities step by step, from the simple to the complex, engaging to get knowledge about interesting topics and to use the language to communicate with others.
One of the aspects that all teachers should take into account is the development of pre-reading tasks, without it, students will be confused and show a lack of interest. They need information about the main topic, clarify and share ideas about how they already know

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Something that I love to do in my classroom is singing. This is the first thing that I do when I enter the classroom as a warmer. Every day I bring videos (downloaded from YouTube) in my laptop in order to use them when my students and I start to sing. When we sing, we usually use flashcards or realia related to the topic, and we try to make some movements like a small choreography related to the song.

I think that singing is a funny way to start a class with enthusiasm. It helps to relax students after a long class, have and maintain their interest throughout the lesson; and of course, improve memory and pronunciation. In addition to that, I can say that singing with the help of videos motivates students learning and a large of content information can be processed significantly.

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Since I started to work as an English teacher, I haven’t used any online resource or software in order to improve pronunciation. I know that today there are different online resources to improve pronunciation; however, the activities that I developed with my 4-5 students were about drillings, dancing, singing songs related to the lesson, specifically, with the vocabulary, and developing some dialogues and short oral presentations. Sometimes I provided Ppt documents with audios and some links (about videos) related to the topic in order to engage my students checking them with their parents at home. Actually, they helped a lot because my students recognized images quickly and got a good pronunciation of the words and phrases practicing in the classroom with me, and also at home with the links that I provided them. I think that it was a way to reinforce the lesson out the classroom.

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Since six years ago, I have worked with 4-12 students in different primary schools, and I have realized that it is important to establish appropriate learning objectives with interactive activities when my students can talk 50% or even more. I think this is a right way in order to motivate them to use English as a second language.

Last year, my students were four years old and listening and speaking were the skills that they had to develop. For that reason, I tried to divide my English classes into two different sessions. First, I usually explained the lesson emphasizing vocabulary in short sentences with the help of some visual resources. In this part, my students listened to the pronunciation and recognize words with pictures. After that, I introduced some activities where my students had to demonstrate how much they have learned. In this part, my students tried to answer questions and make sentences, I just provided instructions and listened to them, and if any student said a wrong word or sentence, other students usually helped her/him, and if they couldn't, I tried to provide some clues. A particular lesson that I remind is when I introduced clothing, I used some flashcards  in order to make five different sentences.

This is a shirt.  I have a red shirt.

These are pants. I have blue pants.

After that, they made orally sentences with some pictures that they brought, and I was surprised because some of them mentioned other colours that I haven’t taught. Well, I consider that my teacher talk (50%) has been effective, and I am content because I could see meaningful outcomes giving the chance to my students to express and use what they have learned during the school year.

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I usually work in the kindergarten level (Preschool) where my students are 4-5 years old.
Last year they receive 10 periods of English classes per week using the On Our Way to English book. All the classes were related to get vocabulary and some basic grammar structures based on the improvement of the listening and speaking skills. In every class, my students and I developed different interactive activities related to the content. My students and I usually sing different songs, play different games, practice short dialogues, and also we make some competitions in order to see who know more, girls or boys.
Actually, everyday I try to make my classes more interesting, dynamic, and effective where my students can get meaningful learning experiences.

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In Panama, English teachers plan per week or every two weeks and also they have to do a preparation plan about what their students are going to do. However, last year English teachers from some schools began to work with the On Our Way to English book,  a trademark of  Houghton Mifflin Harcourt. Even though we used the teaching guide, the people in charge at a national level asked us to use the SIOP planning format everyday because it was a way to be more organized and get an idea about what the students are going to do.
This SIOP format consists of eight components

Lesson Preparation

Building Background

Comprehensible Input

Strategies

Interaction

Practice/Application

Lesson Delivery

Review & Assessment

For any extra information, yo can click here: http://www.cal.org/siop/faqs/

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My school, where I worked last year, is located in Santiago de Veraguas, Panama. Its name is Anexa El Canada Elementary School, and it is one of the large primary school in my town. It has two shifts, in the morning from 7:00 am to 12:10 pm. and in the afternoon from 12:20 to 5:30 pm. In addition to that, it has library, cafeteria, gym, two computer labs, a science lab, and a large school garden where students plant seeds with the help of their agriculture teachers. It is important to mention that the educational community (teachers, students, administrative staff, and parents) like to participate in different kind of contests. Some contests that students participate are spelling, drawing, sports, and science projects in a nationally and internationally.