I could say that the procedure of the class was planned as the same as the previous one, however

there was an introduction of the new topic. The teacher implemented the previous knowledge to
relate a new one, that was “the climate” also she used Padlet to wrap up what students had
learned from the previous class, the purpose there was to engage the students with the new topic.
So, the resource that was used to introduce the topic ware slides, which were explained by the
teacher, during the explanation she requested for help to students to read certain new concepts,
after finished to read the teacher re-read just those words that had been mispronounced by
students in order to create modeling for them, so through the exemplification she reinforced their
sense of comprehension as well as their pronunciation (Johnson, 2015) told us that something
crucial in the classroom is the use of modeling for students since they are going to follow what we
are doing due to we are a kind of reference for them. In that sense, after the explanation, the
teacher implemented an activity, so to make it clearer for them she decides to make her own
example as similar as possible they would have to do, then they worked in groups and when they
came back, they did an explanation as the teacher requested following her statements. So, I could
evidence her implementation of exemplification to the students that went as planned. After each
presentation students received feedback from the teacher, this one included a great number of
good comments such as “very good job, amazing presentation, excellent points, very concrete”
and so on, mostly positive comments regarding their performance. Just to point something out,
these kinds of highlights are very important for students when they are starting to learn something
new, which encourage them to continue in that way. Coming back to the class, after the
presentations the students show themselves more participative and the started to make questions
to the teacher, where was possible to see more interaction than the normal.

Johnson, L. (2015). Teaching outside the box: How to grab your students by their brains. John Wiley
& Sons.