In this learning situation, pupils will elaborate a detailed guide for our language assistant in that she is going to visit London in the next few weeks. This guide must include different aspects of the city: places to visit, activities to do, restaurants, etc. Today, learners will tackle places to visit in the capital of England. 

This session starts with a warm-up activity. Students shall answer this question: What would you visit in London? They have to complete this activity in pairs by spinning the sheet. Afterwards, the class will be divided into six different groups; two per station. 

The first station is called “the online station” since pupils have to work on a listening comprehension activity by means of Ed-puzzle. Through this video, they will learn numerous landmarks that are worth visiting in London. In order to deal with mixed abilities, subtitles will be incorporated for low achievers. Further to this, they will be paired with dynamic students with the aim of fostering peer work. 

The second station can be regarded as the “offline station”. On this occasion, students will have to complete a reading comprehension activity. The text is focused on one-day trips from London. Advanced learners will have to deal with information gaps whilst low-achievers will benefit from a glossary which includes the most complex words. 

To round off the station rotation model, the teacher will lead the last station. Here, pupils will have to discuss the negative and positive aspects of organising one-day trips from London since the language assistant will spend five days in the capital of England. Extra time will be given for the intervention of advanced learners, whilst low achievers will be provided with idioms to begin the conversation. 

This session ends with an exit ticket in the form of a traffic light. 

As regards the four 4CS, communication will be worked on throughout the whole class whilst culture is addressed by means of London landmarks. Regarding context, pupils are focusing on travelling around English-speaking countries. 

To conclude, interdisciplinarity will be present in this learning situation since together with the Geography and History teacher, pupils will discover which London landmarks are interconnected with historical facts of Britain. This information will be included in the final product of the learning situation, that is, the travelling guide.

Activity:

Show a picture of a busy scene and ask students:

"What was happening when...?"

Elicit sentences using the past continuous and past simple.

Purpose: Activate prior knowledge and set the context.

Station Rotations (15 minutes each)

Station 1: Teacher-Led Instruction

Objective: Explain and clarify the use of past simple vs. past continuous.

Activity:

Use examples on the board ("I was walking when I saw a dog.").

Highlight time markers (while, when).

Engage students with quick oral practice by completing sentences or answering teacher questions.

Station 2: Collaborative Activity

Objective: Apply grammar in a communicative context.

Activity:

Students work in pairs to create a short story using picture prompts.

Each pair writes 3-5 sentences alternating between past simple and past continuous.

Station 3: Independent Practice

Objective: Solidify understanding of past simple vs. past continuous.

Activity:

Students complete a worksheet with sentences to fill in the blanks or choose the correct tense.

Include a short reading comprehension where students identify both tenses.

Wrap-up (5 minutes)

Gather the class to review the key grammar points.

Reflection Activity:

Ask students to share one sentence they wrote in the collaborative station.

Pose a quick question for self-assessment: "How confident do you feel about using past simple and past continuous?"

Homework: Assign a creative task (write a paragraph about an event using both tenses).

Purpose of the class

The session integrates linguistic competence (grammar and communication skills), teamwork, and digital skills (if applicable). By rotating through stations, students engage with the content through multiple methods: direct instruction, peer collaboration, and individual practice. The methodology fosters active learning and differentiation, preparing students to describe past events fluently, which links with broader objectives like narrative writing or oral storytelling. The interdisciplinary aspect may connect with creative writing or history projects, ensuring practical application.

LONDON

Students: 24.              Learning Stations: 4 (6 Students x 4 Groups) = 24

School Year: 2nd CSE

Purpose of the Session: explore London through the eyes and lenses of Londoners.

6 low achievers will be distributed in the different groups. They are aiming towards a B1.

The teacher will give the instructions to them in order to make it easier and getting through the groups with no problems.

First Learning Station: This group will be watching a Vlog of a 15 year old who has lived her whole life in London and visiting one of the main locations of London: Westminster Palace. It will be a video of 6 minutes and it appears how she goes there, which means of transport she takes, the different spots, curiosities and how to take the perfect photo. It is a POV. Each student will only watch one minute and at the end, they have to talk about what they have watched and make a summary.

Second Learning Station: This group will have to answer questions related with the video of True or False to check if they have paid attention to it or not. Because everybody has watched it, it will be the demonstration that they have followed along the video.

Third Learning Station: Discuss with each other what is the best and the worst parts of the video. It will be a debate respecting different turns and listening. At the end, they have to agree and achieve a conclusion.

Fourth Learning Station: Create with elements that have been printed such as the bridge, the bus, the Palace, the Big Ben a thumbnail for that video. By doing this, students will show the most salient features of the video and explain to the teacher why they have chosen those elements and how they have placed them to raise awareness of the cultural impact and how it will attract future viewers as them to increase the views of the girl. The conclusion that they have done in the third learning station will be put into practice to “convince” the teacher to watch the video noticing if they have been able to encapsulate and capture the essence of the cultural aspect.

The first and second groups start doing simultaneously the learning stations, whereas the third and fourth are helping the teacher to prepare all the resources and materials needed for the other stations so they are helping.

At the end, the first and second group will be done being the perfect timing for them to tidy everything and put in order to start rearranging the classroom for the next classroom.

Critical Thinking: it has been obtained through watching the video and choosing the best parts.

Communication: they are constantly producing and talking as well as writing making use of Oral and Written Texts leading to this communication that we are looking for.

Collaboration: they have to work together to move ahead and follow all the steps otherwise they are wasting time for them and the rest of the groups.

Creativity: it will also foster the creativity how to “sell” and show the thumbnail in a way that is appealing and interesting.