Mster Universitario en Profesorado de Educacin

Secundaria Obligatoria y Bachillerato, Formacin

Profesional y Ensean!a de "diomas
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#eali!adas en el (entro, Mar-a Bellido
(iudad, Bail.n
Presentada /or
$na Bel.n #aya 0end-ne!
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Es/ecialidad, 0engua E9tran:era ;ingl.s<
'utores,
Por la UJA: M Luisa Prez Caado
Por el Centro de Secundaria: Eva Senise Barrio
Universidad de Jan Jan, 7 de unio de !"##
I have made the practices in a high school of Bailn which is located at the
town centre. The high school has two buildings. Nowadays, the high school has
thirty tree groups of students who are taught in the following levels: E..!.,
B"#$I%%E&"T!, #.'. de (&")! *E)I! + ,-E&I!&, -#-I and E..".
*oreover, it has classrooms of music, gym, technology, laboratory, computer.
I have to say it has a positive e/perience for me because I really thin0 I have
learnt how function daily classrooms with thirty or thirty five students and I have
learnt a little bit about the running of a high school. Besides this I have been
able to observe the different functions and obligations of a secondary teacher
and how to wor0 ENE#", *!!)%E, etc.
I have taught at different groups or levels including a group of 12 E..!., 32
E..!., 42 E..!. and two groups of 12 B"#$I%%E&"T!. In the classrooms I
have never been alone, my tutor was always with me but I have not been simply
a listener, I have taught the great ma5ority of lessons in the different levels.
*oreover, I have been free to teach my way.
Now, I6m e/plaining the activities which I have done with each group:
1 E.S.O.
These students belong to a bilingual group and for this reason the ma5or part
of the lessons are taught in English, but the grammar is e/plained in the mother
tongue. In this group we started the lesson with a warm up and a reading
comprehension te/t about the topic that deals with past simple and vocabulary
about feelings. In this reading was already introduced some vocabulary words
and verbs in the past tense which the students had to recogni7e as an advance
what they would study the ne/t day. 8hen the grammar and vocabulary had
already been studied, the students had to do e/ercises about it and some
activities such as homewor0 which would be corrected the following day of
class. In this topic, there was also an e/tra activity which students had to do in
groups9 it consisted on searching information about an historical character and
they had to choose the relevant information in order to do a presentation and
show it in front of their classmates. It had to be done in the foreign language
and they could use the digital blac0board.
Besides the past tense, this topic was related to present tenses in order to
students learn the differences between the tense of the verbs. 'inally, there was
a review before the e/am in which students made mi/ed e/ercises with the
tenses and moreover, I prepared a game with different :uestions as a review in
which five students with a ma5or punctuation obtain ;.< points e/tra in the e/am.
3 .E.S.O.
It was the smallest group but one of the most difficult because students are
divided into two groups and some of them belonged to =diversification>. The
great ma5ority had a low level and the contents had to be e/plained several
times and it was necessary more practice before the e/am. In this classroom
there was also a student who had left the course since the first term. This girl
did nothing9 she studied for other sub5ect...
8ith this group, I have taught two topics, ? @ A. The first one dealt with modal
verbs in grammar and crossBcurricular vocabulary about world problems such
as natural disasters, hunger, poverty... The topic started with a warm up and a
reading comprehension te/t which introduces the contents of the ne/t lessons.
"s to the contents of grammar, I did a summary table about the modal verbs
=mustCmustn>tChave, has toCdon6t, doesn6t have to> in which was e/plained form,
use and difference between them. The topic A was presented in the same way,
the first lesson started with a brief scheme of the contents and a reading
comprehension te/t. I have to say I modified this topic because the grammar
was =be going to> and the first conditional, but I decided it would be better to
study 6be going to>, future simple =will> and present continuous, and the first
conditional would be studied in the following topic with the second conditional. I
modified the structure of the topic studying future tenses in a topic and
conditional on the other one.
8hen the grammar was e/plained in the classroom, some e/ercises were
made there and some more had to be done at home. But there was a problem,
the ma5ority of students were a little bit la7y and they didn6t do them, so that in
the following lesson they had to do them, and the students who had already
finished them at home did e/tra review activities.
This is a difficult group which need much wor0 and effort, but no reward
because although a review was made 5ust the day before the test, only three of
eighteen students passed the e/am. It is a bit frustrating because you as a
teacher don6t 0now if it is your fault because you don6t 0now to e/plain,
motivate them, etc.
4 E.S.O
It was also a difficult group because English classes were the late ones every
day. "t this time students are always tired and they don6t want to do anything.
"s a result of fatigue classes had to be more active and students had to
participate, being the most boring and routine activities to ma0e them at home.
These students were in a computer class, thus they used them to search
information about the vocabulary of the topic and do different types of e/ercises
about the grammar e/plained in class. "lthough the use of computers in the
classroom was also a problem because my tutor and me had to monitor
students in order not to visit web pages for adults, social networ0s...
)espite of this, classes were :uite e/ploited and I taught two topics. The
same way as in third of E..!. I had to modify the order of the topics. Topic ?
dealt with future simple =will> and the first conditional and topic A consisted of
future with =be going to> and the second conditional, so I decided to e/plain all
the future tenses in the topic ? and the first and second conditional together
under topic A.
12 B"#$I%%E&"T!.
I had two groups of this level and I must say they were the best groups
because they are more responsible and they are not obliged to study, it6s a free
education in contrast to E..!.