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1st Year, 2nd Division.

The group consists of 20 students, but only 10 attended during the observation period. The class faces significant challenges with pedagogical continuity due to frequent absences and lack of motivation. Disinterest, mobile phone use, and behavioural issues were observed. Additionally, four students attend literacy support workshops, highlighting the need for learning support, despite the absence of formal inclusion programmes.

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English use is minimal, mainly receptive, with little oral production from students. Low comprehension, limited exposure, and initial resistance to the language hinder learning. There is a clear need to start from the basics, using visual aids and playful strategies.

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The group is academically heterogeneous. Many students struggle with understanding instructions and producing oral or written language in both Spanish and English. Listening comprehension in English is particularly low.

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The main material used is the Teen textbook, supplemented by word searches, which students enjoy. No digital resources or ICT are used, as the school lacks functional devices. The teacher avoids using the TV in the library to prevent behavioural issues when moving the class.

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Type of work currently being developed in the subject

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Type of work currently being developed in the subject

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The course follows the "Teen" textbook, but the teacher often adapts or creates materials related to students’ daily lives to enhance engagement. Recent lessons focused on daily routine verbs, linking them to personal experiences. While English use increased over time, the teacher frequently resorted to Spanish to ensure understanding, especially considering the group’s vulnerability.

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Description of the classroom and material conditions

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Description of the classroom and material conditions

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The classroom conditions are poor and not conducive to learning. The space is dark, dirty, and damaged, with graffiti on walls and furniture. These material conditions negatively impact the learning environment and student motivation.

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Classes start after the only recess of the shift, when students receive a snack. Many return late or ask to leave again, which the teacher cannot allow, leading to conflicts.

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The group faces multiple vulnerabilities: low academic performance, emotional challenges, lack of motivation, poor classroom conditions, limited resources, and irregular attendance. The teacher is committed and adapts lessons to students’ needs but faces many limitations.

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On the first day, I assisted by writing an activity on the board while the teacher guided the class. The focus was on personal pronouns, using celebrities like Messi, Maradona, Duki, Lali, Tini, and Queen to make the content more relatable. This strategy made the class more engaging, as students recognised the figures and were more motivated to participate.

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On the second day, the activity focused on describing ordinary people through short texts about students with diverse backgrounds. I helped by writing on the board while the teacher guided the class orally. Students read and listened to identify key personal information, reinforcing vocabulary and structures in a meaningful context.

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On the third day, the lesson focused on students creating personal profiles by filling in a template about themselves, including family, pets, favourite subjects, and skills, plus a self-portrait. This activity promoted self-expression and reinforced vocabulary. I assisted by writing on the board and supporting students during the task.

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In this lesson, I used listening activities, reading short texts, and a word search game. The word search was very effective for reinforcing vocabulary. The students were motivated and engaged, making an effort even when some tasks were difficult. Varied activities helped keep their interest, but some struggled with listening, so I plan to add more visual support next time. I learned that games boost participation and help vocabulary retention. An important moment was when students collaborated on the word search, showing confidence and teamwork.

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In the second lesson, I used flashcards, worksheets, dialogues, songs, and a mime game. These strategies, especially visual aids and pair work, helped engage the students.

However, not all students were motivated or actively participated, especially during the song and mime activities. At times, they complained about the number of activities, although this helped keep their interest.

During the mime game, most students refused to participate, either due to shyness or lack of interest. When it came to singing “The Job Chant,” they only listened to the song to complete the activity but did not want to sing along.

One moment they did enjoy was solving the word search. Even when they had to complete it on the board, many students eagerly volunteered to do it.

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In the third lesson, I used flashcards, miming, listening, pair reading, writing, and a map activity. Visual aids and pair work helped support learning.

Students found listening difficult and needed to hear audios several times. The class worked at different paces, which made management challenging. However, they were excited to mark their homes on the San Clemente map, connecting with the lesson.

The map activity was successful in reinforcing vocabulary and promoting engagement.

To improve, I will focus on better listening support and keeping the class working more together.

A key moment was when students marked their homes on the map, showing personal connection and motivation.

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In Lesson 4, I used visual aids, English questions, and a bingo game to teach prepositions. Student reactions were mixed—some resisted English and misbehaved, but others engaged more as the lesson progressed. The bingo activity was key in boosting participation. I realised I need to improve my pronunciation and classroom management. Visual support, repetition, and using Spanish strategically helped comprehension. A personal turning point was hearing my own fluency issues on the recording. For students, the bingo game marked a shift from resistance to enjoyment, highlighting the power of playful learning.

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The fifth lesson did not go as expected. It took place just before the winter holidays, and students were distracted and unmotivated from the beginning. A birthday celebration during class further disrupted the lesson, making it difficult to regain focus.

Classroom behaviour, already a challenge with this group, worsened. Only a few students tried to continue, but the general noise and lack of cooperation affected everyone.

The lesson included vocabulary review, a reading activity (about Ted and Matt), personal writing, and a board game (Word Relay). However, due to low engagement, not all activities were completed as planned.

Although students had previously enjoyed the map activity, even that wasn’t enough to maintain their interest this time.

Despite these challenges, the experience highlighted the importance of classroom management, emotional awareness, and flexibility in teaching.