https://padlet.com/marianacarmona22claraz/uoc4sbwhez9e Mariana Carmona en-us 2017-09-10 21:21:20 UTC 2025-10-25 07:15:32 UTC hello@padlet.com marianacarmona22claraz https://padlet.com/marianacarmona22claraz/uoc4sbwhez9e/wish/186613971 Almost twenty adolescents who manage an elementary level. They are quiet and a bit talkative! Moreover, they demonstrate cooperation and confidence! ]]> 2017-09-12 01:56:46 UTC https://padlet.com/marianacarmona22claraz/uoc4sbwhez9e/wish/186613971 marianacarmona22claraz https://padlet.com/marianacarmona22claraz/uoc4sbwhez9e/wish/195416584 The class started with an information gap on the board. The same was done  orally interchanging information with the teacher. Then, a listening activity was announced! In order to do so, the teacher gave students some tips to bear in mind:
-do not complete the gaps until you listen to all the recording first!
-try to think of what you write as you listen, tursday cannot be understood by thursday or tuesday!
Then, the recording was played three times because the students were a bit dispersed. 
Once they finished, some doubts were clarified orally and a dictation activity was announced. The same was corrected on the board by the same students!
The final stage of the lesson consisted on elicit some phrases we can use to ask about someone, give our news, ask about the other person and  signing off! With all those phrases, students completed emails on their books!
Finally, the teacher focused some linking words as and, so, because and but. She indicated students which of them meant addition, contrast or reason orally. With that information, students complete a text and link sentences on their book!

]]> 2017-10-10 01:08:12 UTC https://padlet.com/marianacarmona22claraz/uoc4sbwhez9e/wish/195416584 marianacarmona22claraz https://padlet.com/marianacarmona22claraz/uoc4sbwhez9e/wish/195422427 -'Focus 1', students' book. Reilly, Uminska and Michalowski, Pearson.]]> 2017-10-10 01:47:31 UTC https://padlet.com/marianacarmona22claraz/uoc4sbwhez9e/wish/195422427 marianacarmona22claraz https://padlet.com/marianacarmona22claraz/uoc4sbwhez9e/wish/196057889 This institution is placed in Tandil, Buenos Aires Province. ]]> 2017-10-11 14:53:35 UTC https://padlet.com/marianacarmona22claraz/uoc4sbwhez9e/wish/196057889 marianacarmona22claraz https://padlet.com/marianacarmona22claraz/uoc4sbwhez9e/wish/196857363 The lesson was aimed to a writing task. The first thing that the teacher did was writing on the board some unscrambled sentences to be solved in groups. As the sentences were ordered, one student copied them on the board. 
Thus, those sentences which were ordered belonged to common phrases used to write an e-mail.For example,' I hope to see you again'
Once all phrases were discovered, the teacher made a classification on the board. She  established the following categories:
-greeting
-asking about other person
-giving your news
-asking about the news
-signing off
All that was properly explained! Then, the writing task was announced: 'write (individually) an e-mail to your teacher, telling her about your experience as a student at secondary school: teachers in general, subjects, building (places at school) break, classmates and friends.'

]]> 2017-10-13 15:22:17 UTC https://padlet.com/marianacarmona22claraz/uoc4sbwhez9e/wish/196857363 marianacarmona22claraz https://padlet.com/marianacarmona22claraz/uoc4sbwhez9e/wish/199234180 The class started with a brainstorm session on sports and health. I wrote these two words on the board and students started to say associated terms aloud.  Thus, the class was moved to a reading activity in which we read about two sports people: Messi and Natali Partyka. Before reading, students reflect on the title and pictures. While reading, I asked some students to read aloud paying attention to some details I wrote on the board. (the photograph of this is at the final)
After reading the text, we did a true/false activity. Once they decided, they justificated their answers orally! 
For last, we focused on some gaps in the text. I copied on the board some possible phrases to add in the gaps and we discussed about them. We realized that some cohesive devices there could help us to discover the place of them.
One minute before finishing the class, I gave them some exercises on the book!  ]]> 2017-10-21 02:15:05 UTC https://padlet.com/marianacarmona22claraz/uoc4sbwhez9e/wish/199234180 marianacarmona22claraz https://padlet.com/marianacarmona22claraz/uoc4sbwhez9e/wish/199264766 I can consider this class a lot better than the previous one. The same  started with a warm-up in which students had to order letters to form words: those were related to sports, (the main topic of the lesson) cycling, bungee jumping,etc. Then, we moved to work with the textbook, in which we talked about pictures of people who did some kind of sports! After discussing, I asked students to write sentences about these people in the photographs.
Then, a listening activity was announced. Before listening, we talked about the main topic of the recording and predicted some contents. As students listen, they completed a chart with key information and then we repeated the procedure. After listening, we discussed about the content and helped the students who didn't understand. We also classified some sports (as the recording did) and drew some spider webs on the board Once they finish, we focused on collocations related to sports. In this way, we analysed how the verbs go, play and do collocate with sports. For example: 'I play football', 'I do zumba' or 'I go swimming'. In order to practice that effectivelly, I indicated them to make the following homework:
-make a list of sports you and your friends do
-write go, play and do and classify them
-describe when and where you do those sports]]> 2017-10-21 12:54:16 UTC https://padlet.com/marianacarmona22claraz/uoc4sbwhez9e/wish/199264766 marianacarmona22claraz https://padlet.com/marianacarmona22claraz/uoc4sbwhez9e/wish/200371158 The lesson started with a warm up session consisting on ordering sentences from texts previously worked. Then, we moved to work with the textbook, in which we worked with prepositional phrases. As we identified them, a list was copied on the board. Students then made groups and wrote sentences containing those prepositional phrases. Then, a reading activity started. One student read aloud and then we predicted some general ideas. Based on the context ofthe text, we did some activities of comprenhension. At the same time, we explained some concepts of the past simple, highlighting the cases of regular and Irregular verbs. In order to establish their difference, students were asked to re-read previous texts and mark cases of irregular and regular verbs ]]> 2017-10-25 12:52:50 UTC https://padlet.com/marianacarmona22claraz/uoc4sbwhez9e/wish/200371158 marianacarmona22claraz https://padlet.com/marianacarmona22claraz/uoc4sbwhez9e/wish/202865036 We began the lesson with an 'odd one out' task, the same consisted on the words hated, talked, started, visited.  Once they discovered the difference, we started to work out on it. In this way, we  studied how the suffix -ed is pronounced in different cases. In order to improve that feature, I drew a chart on the board in which they classified regular verbs according to their pronunciation with the suffix -ed. Then, we practiced orally and it was funny! So as to make it deeper, I wrote some verbs in past on the board and students repeated them after me. Thus, I moved the lesson to the practice stage. They did some exercises on the textbook and doubts were clarified. So as to finish the lesson, we checke and completed some homeworks and we finished the lesson!]]> 2017-11-02 12:43:06 UTC https://padlet.com/marianacarmona22claraz/uoc4sbwhez9e/wish/202865036