Observation

The second week in the Federal 6, we were giving classes to some groups of second grade. In those groups we worked with the past tense. We asked the students to make a line time of their lives with questions like: When did you started to walk?, At what age did you talk?, When did you enter to school? it is easy to work in this way because you contextualize the work, with some phases of their development, I think it makes the class work more interesting.
The students realized that they needed to know some verbs in past.
It also was a great opportunity to work with my classmates, Irving, Karen and Nancy because we could have a feedback of our work as teachers.

Spot Decisions

The third session in my practice group, we reviewed the uses of will that we had commented: promises and predictions, but also we reviewed a new one: spot decisions. I asked them what did they think was a spot decision and we talked about this kind of decisions, which generally we take at the moment, like "Im thirsty, I will take a glass of water".
I asked them to give me examples of these decisions that usually happen to us daily. They also wrote a few more examples in their notebooks. At the end of that class I applied them a test to know if they had understood the uses of will, and if they had been able to use it in the practice.

Promises

The second class in the Thrid grade, group "F", was nicer than the first one. I started the class taking back again the previous knowledge, so we talked about how life will be in the 2400. They told me their points of view. Then I told them that other use of will is when we make promises, so I asked them to remember the promises that they had done in their lives. They told me some of these promises and I wrote on the board some of them as examples, then they shared their promises in pairs.

Troubles

I have to say that the practice that I started to relate in the last entry, was no good for me than other ones. This was because the material that I gave to the students was damaged...by them. They bent the horoscopes and some of them resulted unusable, so I decided to talk to the boys and firt of all, I tried to make them reflex about the way that I felt when I realized that my material was damaged. I asked them what will they feel if somebody destroys their work, and they understood that, so I gave them options, they could fix the damaged horoscopes and accept their responsibility or I could take up one of their calification points. They told me that they will fix the horoscopes.

Last Practice

The last practice season I went to the Federal No. 6 and I worked with the Third Grade, Group "F". The students in the classroom were 22, and the topic of the classes that I gave was Future Simple so, I decided to connect the three uses of "Will" (predictions, promises and spot decisions) to each session.
In day one I worked with the use of will in predictions, so I brought them some horoscopes, and I started the class asking them if they believed in them, and what would they think that day was going to happen to them.
Then they read the material and I asked them to produce their own future predictions.

Practice Diaries

I used with the students activities like messed phrases using the be going to structure, that they had to put in the correct way. I asked them to identify how we could make sentences in affirmative, negative and interrogative form with going to and I asked them to give me examples. In the last day of practice I gave them an exam to know if they had clear the uses of the idiomatic future.

Practice Diaries

The first day of practice I introduced myself to the students and I asked them about their plans for holidays, and as example I told them my plans to the next vacations using the be going to form, then I explained them the structure of this form and I asked them to do the same with their future plans and intentions for the next holidays.