On Monday, March 31, I presented to the students the topic that we were going to work on along with the project and its specifications, the value of each thing for the topic of literary texts; the glossary and a theatrical script and the working method for both roll call using a signature sheet where the students registered daily later I registered them. Afterwards I did a brainstorm with the students about the literary texts, elements and ideas in general about this. At the end of the class I told the students how many types of literary texts there are, there are 3 lyrical, narrative and epic texts and the difference between each one.

With the 1st A group, on Wednesday, April 2nd, I had to advance the first class, I made an adjustment since those activities that I developed with group B were not going to be enough for me, so with this group I explained in a more brief way our topic of literary texts, the types of how to work and to finish the brainstorm, I later explained to them about the first type of literary text which was the lyrical texts, its characteristics, definition, use in an explanatory way through the model of a poem that I took to the students "Moonlight" explained to them about this and at the end of the session they constructed their own poem about a topic of their interest

With the 1st B group on Wednesday April 2nd I explained to them about the first type of literary text which was the lyrical text, its characteristics, definition, use in an explanatory way through the model of a poem that I took to the students "Moonlight" I explained to them about this and at the end of the session they constructed their own poem about a topic of their interest With the group, after this activity, I gave feedback to the students about this type of text.

Today, Friday, April 4th, I worked with the students on feedback about the last class day about what we had done during the day. Later, I gave them a worksheet that consisted of filling in sentences according to an English tense, whether past, simple present or future. They had to fill it in according to what they knew about the topic and what they had seen during classes. Later, I saw with them the next type of literary text, which was a narrative text in which they, through a model of a fable that I provided, they identified its definition, characteristics, its structure (beginning, development and conclusion, elements and I also gave them the structure to be able to begin writing a story with this information. At the end of the class we compared the difference and similarity that lyrical texts and narrative texts have. Finally, we discussed which was the most used and why it was important.

Today, Friday, April 4th, I worked with the students on feedback about the last class day about what we had done during the day. Later, I gave them a worksheet that consisted of filling in sentences according to an English tense, whether past, simple present or future. They had to fill it in according to what they knew about the topic and what they had seen during classes. Later, I saw with them the next type of literary text, which was a narrative text in which they, through a model of a fable that I provided, they identified its definition, characteristics, its structure (beginning, development and conclusion, elements and I also gave them the structure to be able to begin writing a story with this information. At the end of the class we compared the difference and similarity that lyrical texts and narrative texts have. Finally, we discussed which was the most used and why it was important.

Today, during class on Monday, April 7th, 2025, I worked with the students on a recapitulation about the two types of texts worked on during the last class. Afterwards, I explained to the students the last type of literary text, which is the epic text, as well as its characteristics, definition and uses that can be given within this literary text. Subsequently, the students developed a drawing to describe themselves as a character from those literary texts. carried out using a canvas in which I worked with the students both individually and in groups where we distinguished the differences between each type of literary text as a recapitulation about the past classes and at the end of the class they gave me their work and I later signed it

Today during the class on Tuesday, April 8th, I adjusted the activities within the planning with the group of 1.A I only worked with them in broad strokes what was an epic text where I wrote it down on the blackboard later I worked on a shopping canvas where they mentioned aspects of the 3 types of literary texts according to what I had seen in class, which was the definition of each type of text, its main characteristics and an example of an element for example. a poem, a book, a story, a fable, etc. because there was a ceremony within the English class that took around 20 minutes, so I used the rest of the time to advance with group A and the sign I will give the the next class

Today, Wednesday, April 9th, I worked with the students of 1 A with what is a theatrical script since it was a sub-product after the glossary was taken as another form of work. I explained to them about its definition, which they put in their glossary, its use and the structure they have to have to be carried out and have a good sequence within a narrative story and its main characteristics to end the class. Play well for 5 minutes and the 2 minutes left we gave feedback about the types of texts passed

Today, Wednesday, April 9th, with group B in the first year, I did not work class as such, I had to adjust my planning to make up that class and join the other one since today was at 9:30 the health day within the institution

Today, Friday, April 11th, I worked with the students about what is a theatrical script is, its characteristics and its use within narrative texts, what was worked on with the last group and later I asked the students to develop their own script using a model that I provided them, which was the story of Romeo and Juliet in which they realized the structure. I told the students that during the holidays they were going to develop it in English. That same day I asked them for the draft in Spanish to see the context of their script and that I was going to use it cleanly when I returned from vacation so I could finish this class.

Today, Friday, April 11th, I worked with the students on feedback about what is a theatrical script was. Later, I asked the students to develop their own script using a model that I provided them, which was the story of Romeo and Juliet in which they realized the structure. I told the students that during the holidays they were going to develop it in English that same day. I asked them for the draft in Spanish to see the context of their script and that it would be to occupy cleanly returning from vacation and also within the development of their script they could create another story according to their context and their imagination that is to say create characters, how many scenes and how to start so I finished this class

Today, Monday, April 28th, 2025, I worked with the students with a graphic organizer to recapitulate the three types of texts seen in class where we differentiate aspects such as: their definition and their characteristics as a recapitulation using a collective canvas to work on it with them. After approximately 40 minutes, I later asked the students to provide me with the works that we already had so that I could review the works between these works. a drawing that they created of a character and an epic text, the comparative table, the graphic organizer of the class, the glossary and after that 10 minute review and the last 10 minutes to finish the class I evaluated this through a list where I keep that record

Today is April 30th, 2025, it is the last class with both groups A and B in the school. Before entering, the principal gave the students some Bocadin chocolates. Afterwards, I started the class during the morning in the class. I asked the students to make 5 teams with 10 students. Each team was asked for a representative. Each representative took a role in 4 roles. There was nothing in the last one. There was one. 10 minutes before the end of the class, I said goodbye to the students, I gave teacher Cary the grades corresponding to the work done within the classes and finally I gave the students a Bocadin chocolate as a token of participation. Thanking the students, they said goodbye to me with some applause and a cheer included, it made me nostalgic for what happened during this class period, the class finally concluded

Today is April 30, 2025, it is the last class with both groups A and B in the class. I organized the students to make 5 teams with 10 students for each team. I asked them for a representative. Each representative took a role in 4 roles. There was nothing in the last one. of 10 people, only one team passed through the times at the end of the presentation 10 minutes before the end of the class I said goodbye to the students, I gave teacher Cary the grades corresponding to the work done within the classes and finally I gave the students a Bocadin chocolate as a way of thanking the students, they said goodbye to me with some applause and a baton Including, I felt nostalgic for what happened during this class period. Finally, the class concluded in which Miss Cary thanked me for what I had done during the internship period and I said goodbye to her. I also gave her a pair of pajamas as a gift as a thank you for her support.

In particular, this practicum with first grade groups A and B was especially meaningful to me. I thoroughly enjoyed every moment with the students; their energy, willingness, and curiosity constantly motivated me to seek more creative and effective strategies to make learning dynamic and meaningful. This experience helped me better understand the needs and interests of adolescents at the beginning of their secondary education, as well as the importance of building bonds of trust and respect with the group.

I also deeply value the learning I gained from my previous experience at this same school. Returning to a familiar space allowed me not only to reaffirm what I had previously learned, but also to recognize my growth and development as a pre-service teacher. Every session, every class I observed, and every moment in front of the group has contributed to strengthening my vocation and commitment to education.

I take with me great lessons from this school: the importance of teamwork, openness to dialogue, empathy with students, and creativity to solve challenges that arise in the classroom. I am grateful to both teachers for opening the doors of their classrooms to me and for accompanying me with patience, respect, and trust throughout this process.

I am convinced that this practicum will mark a fundamental stage in my journey as a future teacher.

Description: During this first session on Monday with the 3 D children, I worked on the form of presentation and use of sentences to introduce oneself such as: I am or My name is where I explained to the children that this was the way to introduce themselves and say who they are to other people. Later I told the students: Does anyone know what is celebrated this week? The students responded that it was family day, so in addition to the forms to introduce themselves, I worked with them about the members of their family, I taught them the vocabulary through flashcards where I included the father, mother, siblings, uncles and aunts, cousins, etc. Later, I told them to draw the members of their family in their notebook since that week they commemorated family day, and at the end of the class I showed the model to the students about of our final work, which was the creation of a family card where they had to include aspects such as: a phrase for their family in general, their drawing and something else they wanted to tell them.

Feelings: Teaching my first English class to 3rd grade D was a mix of emotions. At first, I felt very nervous. I kept wondering if the students would listen to me, if they would understand what I was saying, and if the activities I had prepared would work. I wanted everything to go perfectly, and that pressure made me feel a bit anxious before entering the classroom.

However, once the class started and I saw the students’ faces—curious, playful, and ready to participate—I felt more relaxed. Their energy helped me feel more confident. I realized they were not expecting perfection from me; they just wanted to feel comfortable, have fun, and learn something new.

There were some small challenges, like keeping everyone focused or explaining instructions clearly, but overall, I felt proud of myself. I was able to connect with the students, create a friendly atmosphere, and speak mostly in English, which was one of my goals. After the class, I felt motivated and inspired. It was a reminder that even though teaching can be difficult at the beginning, it's also very rewarding. I’m excited to keep learning and improving, and I’m looking forward to my next class with them.

Evaluation:The introduction to the project was succesful. Students seemed interest and wiling to work giving clear instructions at the beginning of the class helped to prevent confusion and allowed them to start

Analysis:The first class in the process of teaching English as a foreign language is crucial, as it lays the foundation for the course’s atmosphere, expectations, and students' motivation. As Scrivener (2011) points out, “the first lesson is a critical moment to build rapport, reduce anxiety, and clarify the structure and aims of the course” (p. 75). This means that from the very beginning, a positive, trusting, and open learning environment must be established to encourage active student participation.

Brown (2001) emphasizes that “creating an atmosphere of trust from the first session facilitates the development of communicative competence and reduces language anxiety” (p. 43), which is a common issue among language learners. Anxiety can significantly hinder learning, and the first class plays a key role in minimizing this barrier if planned effectively.

Moreover, Harmer (2007) states that the first class is the ideal moment to diagnose the learners' language level, identify their learning styles, and set classroom rules and expectations. “It provides a snapshot of who your learners are, what they bring, and how they respond to English as a foreign language” (Harmer, 2007, p. 52).

Using icebreakers, language games, and introductory activities helps encourage language use from the beginning, which is essential in a communicative approach. Nation and Macalister (2010) highlight that “early encounters with the language should focus on meaningful understanding and production, even with limited vocabulary” (p. 16). This supports the idea that students should engage with the language in a low-pressure, accessible way from the outset.

Therefore, the first class should not be underestimated: it is a strategic opportunity to observe students, build motivation, establish routines, and demonstrate that the English classroom can be a safe and engaging space to explore the language.

Conclusion: In conclusion, my first English class with 3rd grade D was a valuable learning experience. Although I felt nervous at the beginning, I managed to connect with the students and guide the lesson with confidence. I was able to recognize both my strengths and the areas I need to improve. This experience showed me that teaching is not about being perfect, but about being present, prepared, and responsive to my students' needs. I now feel more motivated to continue growing as a teacher and to make each class better than the last.

Action Plan: For my next English class with 3rd grade D, I plan to make a few improvements based on what I observed:

1. Classroom Management
   I will establish clearer rules at the beginning of the class and use signals to help students know when to listen or participate. I’ll also prepare visual aids or flashcards to support classroom instructions and reduce the need for translation.

2. Timing and Pacing
   I will divide the class into shorter, varied segments to keep the students more engaged and focused. I’ll time each activity better so we can finish the lesson as planned.

3. Language Use
   I will continue using English as much as possible, but I’ll also prepare simple key phrases in Spanish to clarify only when necessary. I want the students to feel successful and not frustrated.

4. Student Interaction
   I will include more pair and group work activities so that the students can practice English with their classmates. This will help them feel more confident and less afraid to speak.

5. Reflection and Feedback
   After the class, I will take a few minutes to reflect on what worked and what didn’t, and possibly ask the students what they liked most. This feedback will help me adjust my future lessons.

By following this plan, I hope to create a more dynamic, organized, and supportive learning environment for my students in the next session.

References: Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy (2nd ed.). Pearson Education.

• Harmer, J. (2007). The Practice of English Language Teaching (4th ed.). Pearson Longman.

Description:During this second session on Tuesday, before starting the class, I did a review with the students about the previous topic. I asked the students what each of the family members said to each other and later we repeated it for the understanding of the vocabulary and to distinguish each of them. to what they told me and after that I gave them the vocabulary of jobs and professions where I included a lawyer, doctor, builder, engineer, nurse among others to distinguish each one of them where I asked them to make drawings for me again in their notebook about the vocabulary of each of the jobs and professions later they took it to me and I reviewed them to finish the class

Feelings: During the second English session with 3rd grade D, I felt much more comfortable than in the first class. I was still a bit nervous at the beginning, but this time I was more confident because I already knew the group a little better. I was happy to see that some students remembered the greetings and vocabulary we had worked on. That made me feel proud and motivated.

There were moments when it was hard to keep all students focused, especially during transitions, but overall, I felt more in control. I enjoyed seeing the students participate more actively and respond in English, even with short phrases. Their energy and enthusiasm made me feel that I’m starting to build a real connection with them.

Evaluation: For this session, I decided to evaluate the students using a visual and interactive approach. I prepared drawings related to jobs and professions (such as doctor, teacher, firefighter, chef, etc.) to assess both vocabulary recognition and basic grammatical structures. The objective was to see if students could identify the profession and use simple sentences in English, like “He is a doctor” or “She is a teacher.”

I first showed each drawing to the whole group and asked them to name the job. Then, I encouraged individual students to make short sentences using the correct structure. Most students were able to name the professions with enthusiasm, and some even tried to build full sentences, which showed a good level of understanding.

This type of evaluation was informal, formative, and engaging. It helped me quickly identify which students had grasped the vocabulary and which ones needed more support. It also allowed students to participate without the pressure of a written test, which is important at this stage.

Using visuals made the evaluation process more inclusive and fun. I also observed that students were more confident speaking when they had an image to support their ideas. This confirms the importance of using multimodal strategies in the early stages of language learning, as suggested by Nation and Macalister (2010), who state that “visual support and meaningful context are key to successful vocabulary acquisition” (p. 25).

Analysis: The second class allowed me to reflect more deeply on my role as a teacher and how students respond to structured and communicative instruction. According to Harmer (2007), “language learners benefit from routine and structure, but they also need variety and meaningful interaction to stay engaged” (p. 45). This session reminded me of the importance of balancing both: establishing a clear routine while keeping the activities varied and communicative.

Brown (2001) also emphasizes the significance of scaffolding during early stages of language acquisition: “Learners need to be supported with clear instructions, modeling, and a positive affective environment to successfully take language risks” (p. 76). I noticed that when I gave students visual support and repeated instructions clearly, they participated with more confidence. This aligns with Vygotsky’s (1978) concept of the Zone of Proximal Development, which suggests that students learn best when tasks are slightly above their current level but achievable with guidance.

Scrivener (2011) also highlights the teacher’s role in managing classroom dynamics: “The teacher is responsible for creating an environment where learners feel safe to express themselves, even if they make mistakes” (p. 88). I realized that by showing patience and encouragement, I helped reduce anxiety and promoted risk-taking with the language.

Conclusion: In conclusion, the second session was an important step forward. I felt more confident, better prepared, and more connected to the students. I saw clear progress in their attitude toward English and their willingness to participate. While there are still areas I need to improve, such as managing transitions and increasing student talk time, I feel encouraged by the progress we are making together.

Action Plan: Improve Transitions:
I will use clear signals, music, or countdowns to manage transitions smoothly and reduce off-task behavior.

1. Increase Student Talk Time:
   I will incorporate more pair and group activities where students can practice basic English phrases in real-life contexts.

2. Visual and Kinesthetic Support:
   I will prepare more visual aids, flashcards, and movement-based activities to keep students engaged and support different learning styles.

3. Routine Reinforcement:
   I will begin the class with a short review of previous content to reinforce retention and build confidence.

4. Self-Reflection:
   After the class, I will continue writing short reflections to evaluate what worked well and what needs adjustment, using student reactions as a guide.

References:

Harmer, J. (2007). The Practice of English Language Teaching (4th ed.). Pearson Longman.

• Scrivener, J. (2011). Classroom Management Techniques. Cambridge University Press.

Description: Today, Wednesday, I worked with the students on a review about professions through the game of nowcdoen where they told me a letter and I already put on the board the ones they told me and whether they were correct to recapitulate the topic of jobs and professions later I continued with the next topic with an initial question which was: What experiences have you had with your parents and your family? To which they answered me and later I worked with them on the topic of family experiences where I taught them verbs such as go, eat, buy, walk, run, etc. to describe some family experience that they have had with their family in general in addition to teaching the students to construct sentences and the way to do it so that they could describe these experiences that they have lived with their family. At the end of the session I asked the guys for two things, the first being that they will write down a sentence for me in their notebook. according to what I saw in class and then I asked them for material to work on

the family card that was going to be constructed for Thursday as diamond, glue, colors, pens to decorate it

Feelings: This was my third and second-to-last class with 3rd grade D, and it felt very emotional for me. I could see how much the students had progressed since the first session. I felt proud, but also a bit nostalgic knowing our time together was coming to an end. At the same time, I felt more secure and confident while teaching. The students were more familiar with the routines and with me, and I noticed they were more willing to participate and take risks in English.During this class, we worked on building sentences to describe experiences, using simple past tense structures. I was surprised and happy to see that many students were able to create their own sentences with support. Their motivation and effort made me feel that all the work and preparation had been worth it.

Evaluation:In this session, I evaluated students based on the sentences they created to describe past experiences. After modeling a few examples such as “I visited the park” or “She played soccer,” students were asked to build their own sentences using action verbs we had previously practiced.

I observed their ability to:

• Identify the correct verb.

• Use appropriate subject-verb agreement.

• Form basic past tense structures.

This performance-based evaluation allowed me to assess their communicative competence in context, which is essential according to Brown (2001), who emphasizes that “assessment should reflect real-life language use and not only isolated grammar points” (p. 406).

Many students needed support in remembering the correct past tense form, but overall, they showed good comprehension and creativity. I provided positive feedback and gentle corrections to reinforce their confidence. This strategy aligns with formative assessment practices that, as Harmer (2007) explains, “guide students towards progress without punishing mistakes, especially in early stages of learning” (p. 108).

Analysis:This session reflected how students benefit from repeated exposure to structures through meaningful practice. According to Nation and Macalister (2010), “learners require multiple encounters with language items in varied contexts to achieve retention and automaticity” (p. 32). By giving students the opportunity to form their own sentences, I helped them personalize the language and internalize its use.

Moreover, this class allowed me to apply the communicative language teaching approach more consistently. As Richards (2006) explains, “language learning should involve authentic tasks that simulate real-life communication” (p. 22). Constructing sentences about their own experiences gave students a sense of ownership and relevance.

I also noticed that pair work and modeling played a big role in their success. Vygotsky’s (1978) theory of scaffolding was clearly visible: when students worked together or listened to peer examples, they were more likely to succeed.

Conclusion:In conclusion, the third class was a rewarding and meaningful experience. I felt proud of my students and of myself as a teacher. They demonstrated real progress not just in vocabulary or grammar, but in their confidence and willingness to communicate. Although not all students mastered the past tense perfectly, they showed understanding and effort. I confirmed that language learning is a process, and progress takes time, repetition, and support.

Action Plan:Reinforce Learning
I will begin with a short review of verbs and sentence structure to strengthen what they’ve learned.

• Celebrate Progress
  I will include a final group activity where students can use the language they’ve learned in a fun, creative way (e.g., a mini dialogue or game).

• Individual Support
  I will provide sentence starters or visual cues for students who still struggle with sentence construction.

• Emotional Closure
  Since it will be our last class, I plan to include a short moment of reflection with the students, asking what they liked or learned during the sessions.

• Teacher Reflection
  After the final class, I will reflect on my overall experience, identifying key lessons I will take into my future teaching practice.

References:

• Nation, I. S. P., & Macalister, J. (2010). Language Curriculum Design. Routledge.

• Richards, J. C. (2006). Communicative Language Teaching Today. Cambridge University Press.

Description:Thursday's class was the last class of intervention within my group. This day I began by asking the students for the materials that I requested on Wednesday to work with their family day card. I took the students the format of that card and later throughout the session they decorated it with colors and the material they brought and then they gave it to me on this day. I told the children that it was my last class with them, so At the end of the preparation and delivery of their cards, teacher Ale told the children to give me a cheer and say goodbye to me. After that, I brought a gift to the children, which was a pencil sharpener and a moldable foam, and then I concluded the last session with the children.

Feelings: My last class with 3rd grade D was full of mixed emotions. On one hand, I felt happy and satisfied because I had completed the whole teaching sequence, and I could clearly see how much my students had learned. On the other hand, I felt a little sad because it was our final class together. Throughout our time, I had built a strong connection with them, and saying goodbye was not easy.

For this last session, we created a family card as a way to review and apply vocabulary about family members, pronouns, and basic descriptions. Seeing the students work with enthusiasm, draw, color, and write in English made me feel very proud. Their creativity and effort reminded me why I love teaching. It was a beautiful way to close this learning experience.

Evaluation:The evaluation in this session was centered on the creation of a family card. Each student designed a card that included:

• Drawings or photos representing their family members.

• Short sentences in English describing them, such as “This is my mom. She is kind.” or “My brother is funny.”

This task served as a summative evaluation of the unit. It allowed me to assess vocabulary recall, grammar structures (like subject pronouns and “to be”), and writing skills in a meaningful context.

This type of project-based evaluation is supported by Harmer (2007), who notes that “integrating creative tasks into language learning helps students process language deeply and connect emotionally with the content” (p. 112). The family card also served as a tool for inclusive participation, since all students could express themselves according to their own realities.

Most students completed the task successfully, and even those who struggled earlier showed improvement. I gave feedback orally and praised both language use and effort, reinforcing a safe and positive classroom climate.

Analysis:This session confirmed the value of project-based learning (PBL) in the language classroom. According to Thomas (2000), “PBL promotes student engagement and deeper learning by placing learners in authentic situations where they must use the target language meaningfully” (p. 1). The family card project allowed students to personalize the content, practice writing, and express emotions, all while using English.

Additionally, this session demonstrated the importance of emotional connection in learning. As Krashen (1982) explains in his Affective Filter Hypothesis, “when students feel emotionally safe and motivated, language acquisition is more effective” (p. 31). Because students were working on something personal and creative, they were more open to taking risks and using the language freely.

The session also reflected the benefits of integrated skills teaching. As Brown (2001) suggests, “effective language teaching involves the balanced development of listening, speaking, reading, and writing, ideally within the same task or context” (p. 232). The family card combined oral explanation, writing, and reading skills.

Conclusion:In conclusion, this last class was a meaningful and emotional closure to my teaching experience with 3rd grade D. I felt proud of my students’ progress and of my own development as a teacher. The family card allowed me to see how students can use English to express real things about their lives. It also showed me how far we had come in just a few sessions. I leave this experience with a heart full of gratitude and with strong motivation to continue improving my practice.

Action Plan for Future Teaching: Integrate More Personal Projects
I will continue using creative, student-centered projects that allow learners to connect the language to their lives.

1. Strengthen Writing Skills Gradually
   In future lessons, I will introduce writing tasks step by step, using sentence frames, word banks, and models to support all learners.

2. Include Reflection Opportunities
   I plan to include short reflection moments during and after lessons to help students and myself recognize progress and challenges.

3. Monitor All Language Skills
   I will ensure a better balance among speaking, listening, reading, and writing throughout the unit.

4. Build Long-Term Routines
   If I have the chance to work with students for a longer period, I’ll build stronger classroom routines from the beginning to foster autonomy and responsibility.

References:

• Harmer, J. (2007). The Practice of English Language Teaching (4th ed.). Pearson Longman.

• Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Pergamon Press.

• Thomas, J. W. (2000). A Review of Research on Project-Based Learning. The Autodesk Foundation.