While they were coping the date, I stuck some pictures on the board and wrote the "The princess and the Teddy Bear". I took out a lovely castle and a princess. When they were ready I asked them "Who is a Princess? I named Jasmine and they said a lot of names like Ariel, Rapunzel, Aurora Then I showed the castle and said  "Look!!! Is it a house? Is it a castle? Then we talked about princess and where they lived. 

          After thatI wrote some words on the board, they had to copy them. I explained that when we listen the story they have to underline the words that they listen.  They could practise their listening skill and leat we checked them orally. Children went to the board and underline the words they had listen, we checked all together. This was the activity 1.

          We were ready to start activity 2.  I gave them a photocopy with the story, but with missing words. In a cloud they had them. First I read the story loud, they took out vocabulary, it was the fist time they had a long story so it was a hard work for them. After that, I asked them to read and predict some words. It was not a problem if they could not. They listened the story twice, then we checked the words. Some of them could read, and the other who were shame I encouraged them to read a bit.

  They were tired so the next activity was more relaxing. I asked questions about the story and about themselves like Is the Princess s name Lucy? What is the Princess name? What is her favourite toy? And yours? What colour is the Teddy Bear? Is big or small? Is Polly seven? How old is Lucy? And you? They could improve and practise their listening and speaking skills. It was an enjoyable moment.

And the time rushed. It was time to go back to their classroom. 

          I invited to make a circle in the middle of the classroom. They liked so much moving around the classroom. Then I gave them a card with the different toys that we had been revising. While I was giving the card, I asked individually about the toy.  When each student had a card, I explained the activity. I would tell a story and when I name the toy they have in their hands they have to change places. We practiced once. Then I made up a story like this: One day in my bedroom my toys weren´t sleeping. My robot was crying. (so robots have to change places) The robot (again) was talking with the soldier. The soldier was not crying, he was listening to the robot. Suddenly the doll said “I am sad too, poor robot!!!” But the teddy bear shouted“Poor robot? No Poor soldier!!! He has been listening to the robot for a long time!!! So the soldier said: This robot is my friend!! Like you teddy bear and you doll. Please help him!!! I helped understanding of the story through miming and different voices. It was a great activity and students enjoyed a lot.

          They were not calm, and the next activity would make a revolution in the classroom. First, students sat on their seats, they wrote the date, and I explained the new activity. I gave them a balloom with the parts of two questions, answers and a picture of a toy. They blew it up and then exploded it to find the parts of the questions and answers. Then they had to build the questions and answers and stick them on their notebooks. It was a incredible time, students were fun.

          Time was over, they put their books away and left the classroom.

          We played for a while, then I asked to sit down on their seats and looked for the last photocopy. When everybody had it in thier hands, we started the next activity. Frist, orally I asked questions about the toys, revising again the prepositions of place.Then, I encouraged them to ask questins to their mates. Finallly I asked them to open their notebooks, write the date and copy the excesise that I was writing on the board. It was a homework, so they had to complete it at home.First I asked about doubts. I think that it is important for students to have homeworks, they have the opportunity to revise knowledge, clear doubts. Once time a week, 40  minutes it no time enough.
 
          Last class, last game. Bingo made crazy them, so we played bingo again., this time I added colours on the toys. First I said the words, then I asked a student to do the job. 

  I enjoyed each class, each moment, and I said that to my children. I felt grateful with them, I was sure that they had learnt, improve their English. We had new experiences as explained all the activities in English, or read a short story. I was very happy and satisfied. The bell rang and they were free to go into the break.