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When the videos finished, we went back to the classroom. They walked slowly!!! but they were happy talking about the recipes.
We arrived at the classroom, and they sat in groups of 4. Then I explained the next activity. They have to choose one of the recipes, remember it and write the ingredientes and the steps. I wrote on the board the names of the both recipes:  “Omellette Sandwich” and “Strawberry – Banana Smoothie or Milkshake” They have the flashcards on the board to help them. I helped them  with an example to start: First I/we wash the strawberries. Then … While they were working I was walking around the class, I realized that not only they practise their writing skill, but their speaking skill too. I encourage them to speak in English language.

I had planned another activity, but they needed more time, so when they finished them one member of the group read the ingredients and the recipe and the other contribute with details, more ingredients, etc.

Each group will read and correct if it is necessary their mate´s recipes. Then one of them will read and altogether will check the recipes. It was a good momemt.
Then, I said: "Now for the next Friday you are going to make a tutorial about a recipe. The idea was amazing for them. All were excited and they had some minutes to talk about the recipes and the groups.
It was 12:20, so they ordered the class, we waited for the next teacher, I greeted them and left the classroomm. I was very happy, because the class had been a success.

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How to make a strawberry banana smoothie

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Omelette Sandwich - Quick & Easy Breakfast recipe

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This is a easy, quick and simple recipe. It is healthy too. Perfect to cook when you want it super quick and filly. Try out this Omelette sandwich. Watch detail recipe at http://www.madhurasrecipe.com/snacks/Omelette-Sandwich Subscribe to our YouTube channel and leave your thoughts in the comments below.

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I explained them that the new topic is "Cooking", they felt excited about the idea. So I asked them to think about a salad, and asked: "What do they have to do?" What ingredients does a salad have?" Then  each student said something like: We have to chop tomatoes and onios" "We have to wash the lettuce""I like carrots in the salad" It was an enthusiastic conversation, I said two or three questions only. for example "What about eggs?" They could discover and learne new vocabulary easily.
For the next activity, I told them that it was in the audio classroom. They faces shone, they were very happy. I said that they had to take a pen and a piece of sheet and ccme on to watch the videos. We walked to the classroom along the gallery. When they were sat, and quiet I told about the videos. They are about easy recipes. I asked them to pay attention to the ingredients and the steps of each recipe. They are excellent activities to practise their listening skill.

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Time was over!!! I said... Let´s share your charts! One of each group shared their options. And I drew a big chart on the board and students went towards the board and completed it with their ideas. We did not have problems about if something was healthy or unhealthy. It was a challenge of pronunciation.They had to be clear, because  their mate had to understand the word and write it. Sometimes it was a hard duty, but they always showed a goodwill.            Then we checked homework, the sentences about Billy. All students take out their activities. I named a students, so he/she read one sentence. If they had doubts or someone was wrong they cleared their doubts. I like when we check activities, because they have the opportunity to read, improve their pronunciation.          Well, time is over, students put their books away, ordered the class and then I left the class.

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Time was over!!! I said... Let´s share your charts! One of each group shared their options. And I drew a big chart on the board and students went towards the board and completed it with their ideas. We did not have problems about if something was healthy or unhealthy. It was a challenge of pronunciation.They had to be clear, because  their mate had to understand the word and write it. Sometimes it was a hard duty, but they always showed a goodwill.            Then we checked homework, the sentences about Billy. All students take out their activities. I named a students, so he/she read one sentence. If they had doubts or someone was wrong they cleared their doubts. I like when we check activities, because they have the opportunity to read, improve their pronunciation.          Well, time is over, students put their books away, ordered the class and then I left the class.

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 We had more options now, so I asked many questions like: Do you like....?  What is your favourite fruit?. In order to help them with the meaning of new words, I pointed it on the picture. Alejandro, (the boy with “Sindrome de Aspergen), who has been working with like/dislike and food vocabulary, will participate in this activity. They could discover and learn new vocabulary our new topic.                                                                                            Then the instructions were to think about their food, they had to make groups of 4 and spoke about things they eat, like or dislike. After that they had to give their point of view about healthy and unhealthy food. To introduce the topic I gave them some examples like:  I will give some examples like: Eating apples is healthy but eating too much chocolate is not healthy. As we were starting the topic, and it was our speaking moment, I asked questions to revise Yes/No questions. For example I asked:  Do you think that carrots are healthy? What about a lot of sweets? What do you eat that you think/know is healthy? It was an enjoyable activity to practise their speaking skill.           Now they had information enough to complete a chart about healthy and unhealthy food. They have to complete about 5 things. I gave some flascards with more examples, copies for each group.           

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 We had more options now, so I asked many questions like: Do you like....?  What is your favourite fruit?. In order to help them with the meaning of new words, I pointed it on the picture. Alejandro, (the boy with “Sindrome de Aspergen), who has been working with like/dislike and food vocabulary, will participate in this activity. They could discover and learn new vocabulary our new topic.                                                                                            Then the instructions were to think about their food, they had to make groups of 4 and spoke about things they eat, like or dislike. After that they had to give their point of view about healthy and unhealthy food. To introduce the topic I gave them some examples like:  I will give some examples like: Eating apples is healthy but eating too much chocolate is not healthy. As we were starting the topic, and it was our speaking moment, I asked questions to revise Yes/No questions. For example I asked:  Do you think that carrots are healthy? What about a lot of sweets? What do you eat that you think/know is healthy? It was an enjoyable activity to practise their speaking skill.           Now they had information enough to complete a chart about healthy and unhealthy food. They have to complete about 5 things. I gave some flascards with more examples, copies for each group.           

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Edd She Ran and John Mayor Ed Sheeran Shape of You Edd She Ran Divide Edd She Ran Lyrics Taylor Swift Y Ed Sheran Utube Ed Sheran Taylor Swift Ed Sheeran Edd She Ran See You Again Taylor Swift Ed She Ran Me Al The Edd She Ran Give Me Love Ed She Ran Video Clip Taylor Swift Ft.

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My last class and their last English class of the year!!! We had finished, some of them started holidays. I went into the class, greeted my students. All were happy. I wrote the date, today we did not have a helper, and complete the class book.

To be honest they did not want to work, so it was complecated, but at least they liked the proposal. I made two lines on the board, and we revised healthy and unhealthy food. Each student had to write something in one othe two sides.After they had write a lot of different food. We had the moment of speaking, they wanted this kind of relaxing activities. I asked questions about what kind of food they eat, if they eat vegetables, a lot of chocolate, how often do they eat meat.
To introduce the next activity I made a big food pyramid, altogether wrote the names of the different parts of the pyramid and examples there. While we were writing, we were talking about what food they had to eat, what is important. It was a interesting lesson, where I am sure all learn something about our diet. They copied it on their notebooks.

After that I ask them to draw a plate and complete with words or draws the food that they usually eat, then I told them about the rainbow, I said that each plate had to have 5 or 7 colours from the rainbow. I asked how many colours have your plate got? Most of them have 3 colours only. So then I asked to made a plate with 7 colours with food that they like. It was a funny activiy.
After that the class was over. I waved them when the other teacher arrived. It was an incredible experience, I will miss these teens!!!

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Today was a great day of tuttorials. I met my students in the gallery during the week and told me some details about the recipes, and the moments they shared together cooking at the weekend. I felt good. I went into the classroom, greeted them and completed the class book, while the secretary connected th device to watch the videos.
First I asked about the recipes that they had chose for the turorial. Then I asked some questions to each group  like: Where were they? Does your mom hep you? What are the ingredients? Do you like/eat them? Everybody were happy and excited to show their videos. They revised vocabulary, verbs, present simple, they improve their speaking and pronunciation. It was really good!!!
I wrote the recipes on the board:

Pizzas

Sandwiches

Hamburgers

Waffles

Then, we were ready to watch the tuttorials. This activity took as all the rest of the class. All the videos were amazing. We had an excellent time, we laughed a lot, learnt and shared ideas about the recipes. It was an enjoyable activity. I should have share the tutorials, but it was impposible because they are children, and It was not allowed.
Then, they help we to take the computer and another things back to the secretary, they put their books aways, ordered the class, and when the next teacher arrived I waved them and left the classroom.

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I greeted my students, Then while I completed the school book, I asked them to sit in groups of 3.
Still on with the last topic, I sticked on the board the poster of the last class, and I added two, one with quantity and verbs that could be useful to write or explain a recipe and another with quantity.

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I went into the classroom and asked my studetns; Hello, How are you?” and they answered, fortunately they were always in a good mood. I love them =). They were ready sitting in a horseshoe, they took their notebooks and one of them wrote the date on the board. I completed the school book.
As a free time activity, I introduced them Cooking, I asked about food, what their favourite were, about fruits, drinks. We had a good conversations, we share informations, it was great. Then I sticked on the board a poster with fruit, vegetables, meat and dairy products.

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I was ready for my 4th class, it was eleven o clock, and I was prepared to start it. Clase Nº 4. As each lesson after greeted my cheerful students, I asked to sit in a horseshoe, take their notebooks out, and write the date. As the last class one of them wrote it on the board, they loved writing on the board and walking around the class. Of course, while they organized themselves I completed the class book.
I had to introduced a new topic, I was sure that it would be interesting for them. It was about free time activities. I put a lot of flashcards on a desk in front of the board, there were one for each student, so everybody could participate.  Then I wrote the names of the activities on the board.  With the porpose to discover and learn free time activities, I named them so they walked towards the desk, chose an activity and stick it next to the word. We did not have problems with the meaning of the words. First I called a student who undestand more English than the others, they I chose the students who understood less, so they had more options to choose. Some of them were very easy. Alejandro, the boy with Aperger SIndrome, participate without problems.
We had to use these activities, so I copied a chart on the board, without cleaning the board, and I asked my students to copy it on their notebooks.They had to complete the chart with the names of three mates and themselves. Then, I asked them something they love a lot, please stand up and go around the class asking your mates about the activities they like doing. Of course they have to make the questions in English language, I wrote it on the board: What do you do in your free time? I gave them an example compliting part of the chart that it was on the board. It was an amazing activity where students could practise their speaking and listening skill.
The last activity was finished, so I was serious now, and asked to sit on their seat because it was a written work. They did not like it, and they complained a lot, but this moment it was not negotiable. In order to revise sentences in Present SImple, students wrote sentences about their charts. First we made some examples with the chart that it was on the board. For example: Maria plays ice hockey or Lucia and I read books. While they were making the sentences I was walking around checking and helping. Then some of them read the examples.
For a more relaxing activity, I porposed to read the sentences, they practised their pronunciation and their listening skill, because after reading I asked some questions about them.
Listening is one the activities that they did not like a lot, because it could be sometimes hard to understard, but it was not a excuse. The next activity was a listining exercise. I introduced Billy. He was a boy who talked about activities that he liked doing. I gave them a photocopy with a chart where they have to write a tick or cross while they were listening about Billy´s activities. Although it was easy, because Billy spoke clearly, we listended it twice, then we checked it. For this activity I named a student and asked a question like: Does Billy play football? They answer and we revised Yes/No questions.

Homework!!! This is another part that they did no t like so much, but it was a short activity. In order to revise affirmative and negative questions, they had to write sentences about Billy and themselves.
About Alejandro´s activities, ( Sindrome de Asperger) when his mates were doing the activity about Billy, he completed the photocopy from the day before. They had to write sentences about his likes and dislikes and drew faces. Then, I gave some flascards so he could write sentences about his free time activities.
Now, the class was over, students order the classroom, and after saying "goodbye" I went away. It was a good class, where they could practise and learn a lot. I was satisfied.

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I went into the class and greeted my students. Then, I asked them to sit in a horseshoe, take out their notebooks and write the date. This time one of my students wrote them on the board, meanwhile I completed the class book.
Today I wanted to revise Yes / No questions, so I asked many questions about their life, mates, families using DO or DOES.  For example: Do you play football?

Does your mother work at school?  Do you have breakfast at school? In order to encourage, practise their speaking, I always asked more questions, to strike up a conversation. I think it is useful and funny.
Then we listened  Molly´s routine?, the photocopy from the last class in order to remember it. They read it paying attention on the words like "bus - half - lunch" each student read a part of it. Then I wrote some questions about the story on the board. Questions began with DOES and they were about Molly. While I read the questions, I reminded them about the intonation.
We were ready to start with the first written activity. They had to write two questions on a piece of paper that I gave them. One had to star with Do and the other with Does, it had to be about Molly. Then I mixed them and shared out them. Students had to answer them and correct the questions if they find a mistake. While they were working I walked aroung the class and check questions and answers, I helped them and encouraged to work with their notebooks if they had doubts, sometimes I explained again.
We had some minutes so I proposed to read their draft about their special person. Many of them brought themselves to share it. We could correct it, explained some doubts, so it was ready to be uploaded on Padlet for the next class. It was great because students were not shy and they read and share their compositions.

Alejandro, who is a boy with Asperger Sindrome, sometimes had different activities. When we practised oral work, they participate as well as when they work in groups, because his mates, who had been with him since the first grade at primary school help him and teachers a lot. Today, while his mates were working, he had another activity, it was easier. In the first he had to read and match, and in the second he had to order the sentences, he did not finish the second one, so it will be work for tomorrow.

Before students order the class, I remember their homework, they had to upload the writing on the padlet. I said "Goodbye" and left the classroom.

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My second class!!! I was not nervous. First at all we greeted each other, they were very kind. Then I asked them to sit in a horseshoe, took out their notebooks and wrote the date. After I writing the date on the board, I completed the class book, meanwhile students organized themselves.

It was warm up time, so I wrote on the board these words: "Photograph" and "Ed Sheeran", then I asked if they knew him, and they shared some information about him. There were many fans of him, and they knew the song. They loved it. A pair of students handed each student a photocopy with the song, they had to prepared the activity, they had took out easy words. We listened the song twice, students had to complete the missing words, they were in a cloud below the song. Then, we sang it, they were very happy with the activity.
After that, I wrote on the board a part of the song "keep this love in a photograph" and I asked "Who would you keep in a photograph?" They answered namming their mother, father, grandparents, a friend, a boyfriend. It was a very enjoyable moment.

To introduce the next activity I started revising the time, students could keep an eye on their notebooks to help them, and I asked many questions about school and their routines, for example: “What time do you get up?” “What time is our English class?” What time do we start lessons?” “What time do you watch television?, sometimes I added another questions like What TV programme do you watch? Is it good? What is it about?. In this sense, we could start a short conversation, and encouraged students to feel more confident with the language.

We are read for Activity 1. I gave a photogopy about Molly`s day. First I asked to scanning the sheet and then I asked some questions and they had to imagine the answers looking at the pictures, questions like:  “How old is Molly?” “Is she Argentinian” “What nationality is she?” “Is she happy? Etc. and I asked about themselves too; Are you happy? How old are you? etc.

Then, I asked to one of the learners who read the words in activity A, After I was sure they understand all the words, and gave them the instructions. They had to put the things in the correct order looking at Molly´s day. Then we checked orally.

To understant new vocabulary, first students read the entire text and underlinded the word that they did not know. They asked for them and I explained them, giving examples. They added in their verb list the news ones. Having this list complete was their responsability. Then students read the time below the text loud., in order to remember them. After that, they guessed the order and wrote it with pencil in each blank. They listened and checked their exercises. They practiced their reading, when we checked loud. I helped, encouraged them to improve their pronunciation and intonation. It all depends on the level of the students.

Now it was time for a written work!!! I reminded them about the person that they thought to keep in a photograph from the song. So they had to write about this person. I gave them some tips, and they started to write. I walked aroung the class helping them. Many of them could finish the paragraph, and I could check them, so they could upload it on our Padlet with a photo from the person,  the others had to finish at home, and bring the draft for the next class.  Because the time was over, our class had finished, so they ordered the class and I said "Goodbye". The lesson had been agile, entertaining, they were happy so I was happy.

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It was my first class, I knew the group. It is harworking, talkative and varied group. They were 19 adolescents. They have been working with instructions in English language so it was not difficult to go on.
I went into the class and greeted my students. After saying hello, I asked how they are. I asked to sit in groups of 4 while I completed the class book.

.         I wanted to revise simple present affirmative and negative sentences. So I gave to each group 4 sentences, the words or phrases were in different pieces of sheet, which they odered. After that they read to check them. One sentences each student from each group. They had to pay attention on the pronunciation of "friend" and "listen". Then, we revise the rules, and I wrote some sentences on the board. Students had to participe so they explained the rules, and helped me with the examples on the board.
We were ready for the next activity. I wrote some phrases on the board, like times, verbs and name of people or family memebers, then they had to write two sentences about themselves, two family members and two mates. They had to use affirmative and negative sentences and verbs in 3rd person of singular. After that they read the sentences, checked and cleared doubts. Of course, each time they read, we kept an eye on their pronunciation. We focus in two words: friend and listen.

We finish the lesson, they put their books away, and I left the class, I was glad, they were kind and helpful.