The teaching field is something that never ends. In the class, “Teaching Practicum I, English for kids,” at Universidad Don Bosco, there is a new chance for teaching English. Indeed, there have been some changes on this practicum that are due to enhance our experience as future teacher. Actually, it might be a little bit more difficult. Nevertheless, it would issue a challenge for us to improve in this endless field.

Group  1:                                                                                                       Date:  sept. 7

Mauricio, Iris                                                                                           

Topic: School.

Part  1

Grammar:  Question:  What’s this  (what’s) ?       Anwer:  This is (It’s)

Vocabulary to present.  School items: bag, pencil, book,  ruler, pen.

In the first place, there might be some disadvantages of being the first group at a new way of teaching in our practicum. For example, there were some differences between the second period classes and the third period classes. The first one was that some grammar topics needed to be introduced. Indeed, kids were already accustomed to receiving just vocabulary classes; therefore, it was a little bit more difficult for them to get some grammar structures. Besides, children were to receive 80 minutes of class (with a break at minute 40). Furthermore, teachers would give their own part of the lesson alone, without receiving help from their colleges. All factors considered above might be somewhat difficult to deal with. As a resemblance of this matter, we could mention that there were some problems at the time of introducing the correct pronunciation of the vocabulary words and the grammar structures.

In the second place, despite some difficulties mentioned above, teachers (Mauricio and Iris) handled the class in a suitable way. For example, we can mention that all activities were appealing for kids. It was due to the fact that such activities were very active appropriate for their age. Besides, it is worthy to mention that all materials were very colorful and; therefore, very attractive for both boys and girls. All these factors helped students reach, at a good deal, the objective of the lesson, which was to produce both the vocabulary and the grammar structures of the lesson (I should say that it would be good that student reach at least a sense of understanding of the grammar that is being taught during the lesson).

Part 2.

Carlos, Magaly.       Sep7th

Grammar:  Question: What’s that?       Anwer :  It’s a/an

Vocabulary  to present:  desk, chair, computer, eraser, window.

In the second part of the lesson, some new vocabulary terms of classroom objects and a new grammar structure were introduced by teachers Carlos and Magaly. Indeed, a very important aspect to consider in such teaching is the energy that both teachers transmitted to every student. It was very noticeable that teacher wanted their students to be comfortable with such attitude. In addition to this, materials were very attractive to kids because they were very colorful.  Furthermore, the decoration of the classroom was very creative and appropriate for the topic that was being discussed. Along with all this elements that have been just mentioned, we can depict the good “Improvising” strategy that was applied by Magaly. It was done at a moment at which she made a gesture not intentionally. This gesture that she made with her hands is understood by kids as “Stand up… (We are going to do something kinesthetic).” Since it was not planned, and children were already up, Magaly asked kids to run to the picture she would point. This was something that should be improve, to be careful with our gestures; nevertheless, it helped us understand that anything can happen at a real time in a classroom.