Follow - up task

 Animar a los estudiantes a que incluyan nuevas oraciones con nuevo vocabulario
al cuadro que realizaron anteriormente (Ejemplo: I LIKE PLAYING CARDS / I
LIKE PLAYING FOOTBALL)

Los nuevos ejemplos los harán a partir del vocabulario que vayan utilizando a
partir de la actividad. Quizás por el tiempo, es probable que quede para hacer
como actividad en casa.

Jueves 21/10
Class #3

Pre-task

 Read aloud: Share the sentences / new examples of the last activity they have to do for
homework.
 Spot examples of like + ing in the short paragraph (set of photocopies, 2nd page)
Highlight them. Use this information to complete the chart. (We’ve already completed
with Nick’s name, now we have to find Tony, Laureen and Robyn’s lists)

Core-task

 Divide the class into two groups: group A & B or group RED and BLUE
 Choose a flashcard (they will not see them previously) and make sentences using the
picture. The students can write the sentences on the board or say it aloud.
 If we want to make the game more competitive, we can give the group some minutes to
solve it and then say it aloud (1minute)
 The winner is the group that makes more sentences 
 It won’t be more than 10 sentences

Example:
      

Follow - up task
 Read aloud the REMEMBER! section. With this reading students will reinforce what they’ve
done in the previous activity. We can use an example to analyze.

This activity could be for homework:

Martes 26/10

Class #4

Pre-task
 Pay attention and look at the pictures.What can you see? What are they doing? Do they
look happy? Do you remember the word for this feeling?

 A partir de las ideas comentadas empezaremos a pensar el armado de nuestro libro :

‘When I’m bored…: My own story’

 Exploración de diferentes ejemplos para el armado de la historia. También, recordaremos

el cuento de la primera clase.
 MINIATURE BOOK

COMIC

FLIPBOOK

Core task

 Complete this activity with true sentences

 This would be your first draft in order to start thinking about your story. Choose the
scenario that suits best and then write the sentences

For example: 

scenario / moment: It’s summer and everyone has gone on holiday. I’m bored. When I’m
bored I like…
 Follow-up task

 Correct or Incorrect game

 We can deliver 10 sentences within 10 students
 They have to read aloud the sentences and the rest of the group has to say if the
sentences it’s correct or not.

Martes 2/11

Class #5

Pre - task

 Correct or Incorrect game

We can play again with two groups (RED & BLUE). Students will check the sentences on
the board. The group that checks the sentence on time will get 1 point.

Sentences:

                         1. He likes cooking pizza RIGHT

                        2.  She love drinking orange juice WRONG why? can you spot the mistake
                   3.She doesn’t like doing homework
                    4. They liking computer games
                    5. He hate watch TV
                    6. They love sending whatsapps

Core task  

 Check this activity with true sentences

  Students will have the chance to read aloud their own sentences
 They can start designing their own stories ‘When I’m bored…: My own story’
 Next class they will be sharing their productions with their classmates

Follow up activity

 I will devote this time to guide them in case they need help.

Simple questions to ask:

Have you chosen your design? How would it be?

Will you include pictures? will you draw? or will you do like a collage?
What kind of sentences will you include? Will you use the ones that you’ve written
or new ones? Which ones?
Remember to use the picture dictionary done in class #2

Jueves 4/11

Clase #6

A modo de finalización del período de prácticas, me gustaría aprovechar esta última clase
para que sea a modo de reflexión final. Ellos tendrán el espacio para comentar, exponer,
compartir su producción final pero además me gustaría que puedan expresar el proceso.
Estuve pensando acerca de cómo terminar esta clase sin dejar que sea significativa y me topé con
esta frase: 

´Students should share their process, not just their product ´

El valor que le damos al mostrar / contar el proceso, porque alguien tuvo una idea, la
diseñó y ahora la tenemos terminada en nuestra clase. La idea es expresar cómo fue el proceso
creativo de la actividad.
‘Become a documentarian of what you do’

En este intercambio también haré un viaje resumido por mi planificación. A modo de que
ellos vean también que todo lo que fuimos realizando en conjunto fue todo un “proceso creativo
para...”

Participatory cultures are often creative and open rather than consumer-oriented or closed.
They are multi-age, interest-based, and centered on shared interests. They are, in many respects, the
opposite of an industrial school model.
Participatory cultures remind us that creativity isn’t a solitary endeavor. It is nearly always to and
from a community. Great ideas rarely happen in isolation. Instead, they are a part of the constant
sharing back and forth of what we are learning, doing, and making. This is why it’s so valuable to
show our work.
 
Me gustaría preguntarles por mi paso por su grupo, escuchar algunas reflexiones personales,
qué fue de su interés y qué cosas no; tanto ellos como estudiantes y yo como practicante estaremos
compartiendo nuestro proceso en la última clase.