In this picture I am in front of the group trying to explain the topic of future plans based in a letter wrote on the board. I think that the students work better when they are grouped as they like. Before this class I tried to form groups in order of list, but the students did not want to work.

class 3

As we know the writing for the students is very difficult. So I tried to create a clear and precise exercise, in order to develop this skill.
Also there was so difficult at the end the students present a paragraph about the plans of next vacations. With this activity I tried to reactive the previous knowledge (e.g. places and activities to do).

class 2

In this class I prepared other letter whit similar vocabulary than the first one. I tried that the students interact between them; unfortunately they started to play and scream all kind of things. I had had to change the activity and they had to work since their places.

class 1

My main propose were that the students identify the function of the future and how they could use that. I tried to apply that topic with a letter. When I prepared my class I thought that my vocabulary was easier to understand, but the students did not have the enough vocabulary to understood that. Fortunately before the class I prepared the possible vocabulary that the students could asked. So for me the class was interesting.

COMPARACIÓN DE EVALUACIONES

MATERIAL

Evaluación de mis maestros

Mi tiempo lo dividi de acuerdo al tema a enseñar y al numero de sesiones que tendriamos.

Mis alumnos son muy activos, yo no sabia esto antes de mis primeras prácticas. Entonces al realizar unas actividades de juego y que el proposito era socializar entre ellos, pero se me salio de las manos ya que empezaron a jugar a otras cosas y se empezaron a "alocar". para solucionar esto suspendi el juego me empezaron a pedir que continuara y yo sabia esto ya que alguien me dijo, no recuerdo quien, que entre mas los regañes o mas les grites menos te hacen caso.

Actividades realizadas en clase

Proousses

Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.