The the teacher uses the last 13 minutes


The fourth activity, “Listen and circle”, is a listening activity in which the
students have to use a laptop in
order to play a song and circle the correct words. They can listen to the song
as many times as they can within the 8 minutes of the activity. Here you have
the song and the link.



It is extremely
important that both the teacher and
the foreign language assistant be aware to what the students are doing in
order to help them or correct them if

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Finally, at PRODUCTION STAGE, the teacher uses the last 13 minutes for doing the
activity “The
voice kids”, as
well as for doing an oral co-evaluation
of the lesson.

In the activity “The voice kids”, the teacher uses the same 4 groups of
4 students, and gives one flashcard with and animal to each student. They
listen to the song, sing it, perform the body actions of the song and rise the vocabulary
flashcard when they listen to the word in the song. With this activity, the
teacher puts into practice the theory of the “Total Physical Response (TPR)” due to TPR involves the coordination
of language and physical movement.

To do the oral co-evaluation, all the students stands in the centre of the
classroom. Then, the teacher asks them several items related to the development
of the session, and they have to answer it an oral way. Some questions could

o   Which activity do you like

o   Which is the most difficult

o   In which activity do you
need more time?

o   Do you need the help of the
teacher/foreign language assistant?


and Evaluation

With this session, we try to achieve different
didactic objectives previously
proposed by the teacher. As we develop an activity in which the students review
vocabulary through oral group activities, we propose the following objectives
for both, teachers and students:


To choose a song with the
correct vocabulary and level for the students.

To design simple and motivating

To control the time of each

To introduce the use of the


To recognise and use vocabulary
related to the animals and numbers. (Act. 1,2,3 & 4)

To interact within the group,
showing cooperation skills. (Activities 1, 2, 3 & 4)

To identify words in a song.
(Activity 4)

To try to communicate in
English (Can you repeat? It’s a…). (Activities 1, 2, 3 & 4)






Moving on, the main goal of the evaluation process is to check if our students have developed the
abilities stablished by the didactic objectives and it must be a global and continuous process that has to be based on
three essential questions.

First, “when
to evaluate? “. It refers to the different moments in the evaluation process. The
first moment corresponds to the initial
evaluation helps us to know the previous knowledge of our students. This is done in the presentation stage of
the session when the teacher shows the different flashcards for the pupils to
say the words. The formative evaluation
is done along the lesson in order to know if our students are using their
knowledge properly. Finally, the summative
evaluation will be done during the production stage and once the session

Second, “how
to evaluate?” It refers to the instruments and techniques that we use to
evaluate our students. In this session we will use the direct observation of
our students and the notes we take during the practice stage in order to
complete a rubric after the session. Moreover, we will use an oral
co-evaluation in the production stage.

Finally, “what
to evaluate?”. In this task, we use a rubric in order to evaluate the level of
achievement of the objectives as well as some items related to the oral skills
such as fluency, pronunciation… You have the chart at the end, after the


As a way of conclusion, we can say that today’s
society is becoming more and more open. Nowadays, people love to travel around
the world and knowing other cultures and lifestyles. In this way, learning oral
skills in English (speaking and listening) becomes a necessity that will
facilitate the relationships and communication with people from other

In addition to that, in order to remark the importance
of the interactive groups, I would like to write a small paragraph taken from
the article “Sub-communities of Mutual Learners in the Classroom: The Case
of Interactive Groups” by Carmen Elboj and Reko Niemela. In it, we can
read that “Interactive Groups (IG) are an example of classroom organisation
that stimulates communicative interaction and creates knowledge through
dialogue and by mean of small heterogeneous groups of students.”


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