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TPD - Calizaya - Final Reflections. Nivel Ed. Secundaria passed

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This picture is a task that involves students filling out a crossword with the verbs that appear in the song "The Man Who Sold the World", by Nirvana. Students love crosswords!!

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In this video segment the students have to mime the actions I have already prepared for them in the simple past tense. This is a good way to be in a mood of work and have fun in class too!!!

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One of the moments I liked most was when we watched the video of the first Moon landing in 1969. A few students asked about some technical aspects of the first moon landing and I realized that they found hard to believe the fact that people at that time lived without cell phones or laptops. I discovered that new generations have a lot of technical advances in their favor but most teens do not take full advantage of these new forms of accessing knowledge.

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Some effective strategies I included in the classes are miming, using transparent words for explanations, using synonyms and demonstrating actions.
I chose these strategies based on the fact that the students are used to talking with the teacher in Spanish mostly. So, explaining the tasks or paraphrasing in L2 demanded extra efforts from them.
I should improve the selection of contexts I chose for some of the tasks. Some lessons should be more meaningful for them or even more appealing. Another issue I have to bear in mind is the time allowed for explanations which should b extended.

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One of the moments the studnets found important during class, was when they have to write an small paragraph. The writitng process begun with a series of questions and some sentences in order to get their first draft. The students, at first, believed they were not be cappable to do even a sentence without help, but then they realize that writing was not too difficult and enjoying the task. The process of writing was one of their favourites activities, because they feel encouraged to do.

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It was good for the students to include contents from other subjects, such as Maths, in an English lesson. Not all the students are good in a foreign language instruction contexts, and find some activities really challenging, so a cross-curricular approach may ease the tension and stress level. Getting the attention of teenagers is not an easy task, but I think that there is a wide range of activities we can develop. This group in particular found activities where they had to find contrast grammar structures of L1 and L2, or set words in order to form coherent sentences. they find them challenging and behaved like it was a competition!

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During the fourth class, I noticed that some explanations were not too clear for the students. They have to connect previous knowledge with the new one, so explanations should use a lot of examples and check for comprehension. Although the students wanted to use their mother tongue once and again and get the explanations in the same way, I needed to write a lot different examples, use some mimics and reinforce some basic concepts. I had to also rearrange the class so that the students could see me and answer the questions as a whole group.

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The students really enjoyed playing games in class, and games like Hangman used to review vocabulary learnt form the previous class was a hit among them. It was a quick way to get students in a mood of work and it resulted in a good predisposition to other "boring" tasks with language. It is always good to make changes considering previous experiences and students' preferences.

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They were excited in this first lesson because the whole class was conducted in English. They were trying to answer my questions in English so whenever they couldn't remember the vocabulary, I paraphrase it for them. The students liked the activities and they were proactive. At first, I had to explain that playing cards and using the cell phones were not allowed, so I spent some minutes to get students in a mood of work. Once I did it, the class was different.