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SEPTEMBER & OCTOBER
September / CLASS DIARY
On Wednesday, September 16th, our teacher Juan Antonio introduced himself and we took a multiple intelligences test to find out what kind of intelligences we have.
I learnt about different intelligences and I discovered which ones are stronger for me.
I think it was interesting because it helped me understand myself a bit better.
September / CLASS DIARY
In this class, our teacher María Isabel introduced herself. We also introduced ourselves. We said our names, where we came from and something special about ourselves to get to know each other better. The teacher also explained what e-pel was and asked us to complete part of that assignment.
I learnt more about my classmates and what we needed to do for the e-pel. I also practised introducing myself in English.
I think the introductions were a good way to start the course because they helped us get to know each other and feel more comfortable in class.
September / CLASS DIARY
In this class, the teacher assigned different topics for group projects that we would later develop and present. We formed our groups. My group was called Girls and Filtered, and we were group six. Our topic was Thinking Based Activities.
We also discussed how we felt while completing the e-pel questionnaire over the weekend and talked about places we had travelled to.
Finally, we studied the CEFR, the aims of the Council of Europe’s language policy, plurilingualism, and general and communicative competences.
I learnt what CEFR stands for: Common European Framework of Reference for Languages. I also learnt about plurilingualism and the difference between general competences and communicative language competence.
Talking with my group gave me the opportunity to practise expressing my feelings and sharing travel experiences in English.
I think this class was useful because we had time to get organised and start working together. I enjoyed sharing our experiences and hearing how my classmates felt about the questionnaire. Some of the theory was new to me, and I would like to understand it better through practical examples.
September / CLASS DIARY
In this class, the teacher brought some children’s English books. We looked through them and saw different activities we could use in our future classes.
She also showed us materials from the European Language Portfolio for children, including a language passport and a dossier. We learnt that the Portfolio has three parts: the language passport, the language biography and the dossier. T
We also studied the common reference levels of the CEFR and the scales that describe what people can do in a language. We talked about how the Portfolio is used in Spain and looked at some examples.
I learnt that the CEFR has six main levels: A1, A2, B1, B2, C1 and C2. Each level describes what a person can do in a language. I also learnt about the three parts of the European Language Portfolio.
I think this class was useful because we saw real materials for children. The books gave me ideas for activities I could use as a future teacher.
I especially liked the dossier because children can keep their work and see how much they have learnt. I think this can help them feel proud of their progress.
September / CLASS DIARY
In this class, we studied three topics: very young learners; rhymes, limericks, chants and songs; and learners’ characteristics.
We practised the chant “These are my blue jeans” and then created our own chant. We also sang “Head, Shoulders, Knees and Toes”.
I learnt that young children learn through play, activities and interaction with others. Rhymes, chants and songs can help them practise English through rhythm and repetition. Creating our own chant helped me practise making a resource for children.
I also learnt that teachers need to give children individual attention and offer different activities to keep them interested. Some children need time to listen and understand before they start speaking English, so it is important to be patient and respect their pace.
I enjoyed the practical activities because they gave me ideas for my future classes. Creating a chant was a useful way to put what we learnt into practice. This class also helped me understand that teaching young children means paying attention to their needs and helping them feel comfortable.
September / CLASS DIARY
At the beginning of this class, we discussed how age can influence language learning and how to introduce reading and writing to young children. We also studied how teachers can create a safe learning environment and support children through meaningful activities. We finished the theory with a summary of the main ideas.
Then, we practised storytelling by reading several stories in English. We used different voices as if we were telling the stories to children in a classroom.
I learnt that starting a language earlier does not always mean learning better. The learning situation and the quality of the activities are also important.
I also learnt that stories, pictures, rhythm and movement can help children understand and use English. Teachers can give support, called “scaffolding”, to help children do things they cannot do alone yet. Mistakes are a normal part of learning, and reading and writing should be introduced through enjoyable activities without pressure.
During the storytelling practice, I learnt how using different voices can make a story more interesting and help show the characters’ feelings.
I enjoyed reading the stories and using different voices because we practised how we could tell stories to children in our future classes. This activity helped me connect the theory with teaching practice.
I also think children need to feel safe and supported so they can participate without being afraid of making mistakes.
September / CLASS DIARY
In this class, we studied English pronunciation, including vowel and consonant sounds, diphthongs, rhythm and word stress. We also discussed minimal pairs and practised pronunciation with the tongue twister “Betty bought a bit of butter”.
Then, we studied classroom language, such as “Hello”, “How are you?” and “Who is missing?”. We discussed using a class mascot, body language, repetition, songs and pauses to help children understand English.
Finally, we studied Bloom’s taxonomy and how to adapt activities to children’s level.
I learnt that listening and speaking are very important when teaching English to young children. Minimal pairs helped me notice how changing one sound can change the meaning of a word. I also learnt that we need to pay attention to final consonant sounds.
I learnt how gestures, familiar expressions and clear speech can help children follow a lesson. Bloom’s taxonomy helped me think about activities where children remember, understand, apply, analyse, evaluate and create.
There was a lot of theory in this class, and some pronunciation points were difficult for me. However, practising with a tongue twister helped me understand the sounds better.
I found the classroom expressions useful because I can use them in my future classes. I would like more practice with pronunciation to feel more confident when speaking English.
September / CLASS DIARY
In this class, we reviewed different approaches and methods for teaching English. These included the Grammar-Translation Method, the Direct Method, the Audiolingual Method and Communicative Language Teaching. We also reviewed other approaches, such as Suggestopedia, Task-Based Teaching, Total Physical Response (TPR) and the Natural Approach.
I learnt that each method focuses on different aspects of language learning. Some focus on grammar and translation, while others use repetition, communication or tasks.
I also learnt that TPR connects language with physical actions. Teachers can use ideas from different methods and adapt them to children’s needs and interests.
I think this review was useful because it helped me understand the differences between the methods. I found TPR especially interesting because children can learn through movement.
In my future classes, I would like to use different activities to help children enjoy English and feel confident.
September / CLASS DIARY
In this class, the teacher explained the LOMLOE curriculum and how it is organised. We studied key competences, operational descriptors, specific competences, assessment criteria, basic knowledge and learning situations.
The teacher also explained the activities we had to do.
I learnt about the different parts of the curriculum and how they are connected. I learnt that specific competences explain what children should be able to do. Assessment criteria help teachers check children’s progress.
I also learnt that learning situations help children use their knowledge and skills through different activities.
I had already learnt about the curriculum in my first year at university, so this class helped me review and remember the main ideas. I think this review was useful because I will need to use the curriculum when planning activities for children.
October / CLASS DIARY
In this class, we made two crafts. First, we made a snake out of paper. Then, we traced our hands with chalk on black card. We placed cotton buds inside the outline to represent the bones and make a hand X-ray.
I learnt how to use simple materials to create activities for children. The paper snake can be used to introduce animals, and the hand X-ray can help children learn about the human body.
I think these crafts can be useful in my future classes because children can learn through practical activities. They are simple ideas that I can adapt to different topics and use to practise English vocabulary.
October / CLASS DIARY
First, the teacher showed us a drawing activity. The teacher describes a landscape in English, and children draw it without seeing the original picture. At the end, they compare their drawings with the original.
Then, we started the presentations about different methods of teaching English. Our group presented Task-Based Teaching. We explained the method, suggested some activities and tried them with our classmates.
I learnt that drawing activities can help children practise listening and understand descriptions in English.
I also learnt more about Task-Based Teaching and how children can use English to complete a task. Preparing and presenting activities helped me understand how to use this method in class.
I liked the drawing activity because it was a simple and fun way to practise listening. I think children would enjoy comparing their drawings with the original picture.
Presenting with my group helped me practise explaining ideas in English.
October / CLASS DIARY
In this class, we continued with the presentations on different methods of teaching English. We also took part in practical activities related to these methods.
I learned more about how different teaching methods can be used in the classroom.
I enjoyed this class because the practical activities made the presentations more engaging.
October / CLASS DIARY
In this class, each group performed the jazz chant we had created for a previous assignment.
We also studied lesson planning, starting a lesson, the teacher’s toolkit and classroom management, including classroom language and making visuals.
The teacher showed us drawing tutorials and resources to help us draw simple pictures. We drew a plane, a lion and a picture to represent the instruction “Be quiet”.
I learnt that simple drawings can help children understand vocabulary and instructions in English. Teachers can use pictures to explain ideas without translating every word.
I also learnt about organising lessons and using classroom language to give clear instructions. Jazz chants can help children practise pronunciation and rhythm.
I enjoyed the practical activities because they gave me useful ideas for my future classes. Drawing can be helpful in Early Childhood Education, and simple pictures can make instructions easier to understand.
Performing our jazz chant was a fun way to practise English with my group.
October / CLASS DIARY
In this class, we studied storytelling with picture books, drama and creating stories with children. We focused especially on using storybooks and videos to teach English.
We also talked about arts and crafts, giving instructions, using songs and games from the internet, observing children and involving parents.
Finally, we explored the British Council LearnEnglish website and learnt how to create a form with Google Forms.
I learnt that pictures in storybooks can help children understand a story in English. Videos can also help them connect words with sounds, images and actions.
I also learnt that teachers need to give clear instructions for craft activities. Observing children can help teachers understand their needs and progress. Google Forms can be useful for creating questionnaires and collecting answers.
I found the part about storybooks and videos especially useful because I would like to use these resources in my future classes. I think they can make English lessons more interesting and help children understand new words.
I also liked exploring the British Council website and learning how to use Google Forms because they gave me practical ideas for my future work.
October / CLASS DIARY
In this class, we gave individual presentations about activities from the book Activities for Very Young Learners by Herbert Puchta and Karen Elliott. Some examples were “Who Is Missing?”, “The Magic Box”, “Bingo” and “Body Percussion”.
My activity was “Body Percussion”, which means using the body to make sounds and rhythms, for example by clapping or stamping our feet. I brought a speaker and used a YouTube tutorial with the song “Uptown Funk”. I explained the activity, and we followed the music and the movements together.
I learnt different activities for teaching English to young children. I also learnt how body percussion connects rhythm, movement and coordination without using musical instruments.
Presenting my activity helped me practise giving clear instructions in English. Trying my classmates’ activities gave me more ideas for future lessons.
I enjoyed this class because everyone could participate and try different activities.
October / CLASS DIARY
In this class, we learnt how to use Gems in Gemini and GeminiNotebook. We also explored digital resources for our future work as Early Childhood Education teachers.
We looked at Storybird and StoryJumper for creating stories, and LearningApps.org and Educaplay for creating games and interactive activities.
I learnt about different digital tools that can help teachers prepare materials and activities. Stories and games can give children more opportunities to practise English in a fun way.
I found this class useful because I discovered resources that I could use in my future lessons.
October / CLASS DIARY
In this class, the teacher showed us how to use Google Sites to create simple websites. We watched a demonstration and talked about how websites can be used as a resource in Early Childhood Education.
I learnt that websites can help teachers organise materials and share information in one place. I also learnt that it is important to keep the information clear and easy to find.
I found this class useful because I discovered a tool that I could use in my future work as a teacher. I think creating a website could be a good way to organise classroom resources and share activities with families.
October / CLASS DIARY
In this class, we made three crafts. First, we made an origami dove using coloured paper.
Then, we made a seasons wheel using two paper plates and a fastener in the centre. We drew the different seasons on the bottom plate. By turning the top plate, we could show each season. This resource can be used during circle time to talk about the seasons in English.
Finally, we made a butterfly using a clothes peg and purple paper.
I learnt how to make simple classroom resources using everyday materials. The seasons wheel can help children learn vocabulary about the seasons and the changes they see during the year.
I also learnt that paper folding and other crafts can help children practise using their hands and following instructions.
I enjoyed this class because we made creative resources that I could use in my future lessons. I think these activities are useful because children can learn through making things.
October / CLASS DIARY
In this class, we did a shadow theatre activity. We used light and shapes to create shadows and tell a story.
I learnt that shadow theatre can be a useful classroom resource. It can help children use their imagination and practise speaking English through stories.
I enjoyed this class because it was creative and different. I think shadow theatre could be a fun way for children to learn English and take part in storytelling activities.
October / CLASS DIARY
In this class, we continued the individual presentations about activities from the book Activities for Very Young Learnersby Herbert Puchta and Karen Elliott. The classmates who could not present on 13 October presented their activities.
I learnt more activities and games for teaching English to young children.
I enjoyed this class because we could participate in the activities and learn from each other. I found the games useful because they gave me more ideas for my future lessons.
October / CLASS DIARY
In this class, an Early Childhood Education teacher with many years of experience gave us a talk about education. He had also worked in hospital classrooms. He shared some teaching techniques and advice and encouraged us as future teachers. His talk made us reflect on the importance of Early Childhood Education.
I learnt that teachers can support children in different situations, including during a stay in hospital. I also learnt that being a teacher involves understanding children’s needs and helping them feel supported.
I found this talk interesting and motivating because the teacher shared his own experience. It helped me reflect on the important role of Early Childhood Education teachers and made me feel more excited about my future work.
October / CLASS DIARY
In this class, we started the group presentations about teaching English to very young learners. Two groups presented different topics. The first presentation was about basic language activities, class routines and classroom management. The second was about “All about me”, using resources such as songs, chants and rhymes.
I learnt that classroom routines can help children understand what to do and become familiar with everyday English. I also learnt that songs, chants and rhymes can help children practise simple language to talk about themselves.
I liked learning about different resources for introducing English through familiar topics and daily activities. I think these ideas can help children feel more confident and take part in class.
October / CLASS DIARY
In this class, one group gave a presentation about numbers, colours and shapes, including counting and ideas for arts, crafts and classroom displays.
We made five paper flowers and put them in a paper pot with the number five on it. This activity helps children learn the number five and practise counting.Also, we create a Monster using different colours and geometric shapes. We also used modelling clay to practise numbers and counting.
I learnt that crafts can help children practise numbers, colours and shapes in English. I also learnt that we can use children’s work to create classroom displays.
I enjoyed this presentation because we took part in creative activities using simple materials.
October / CLASS DIARY
In this class, my group gave a presentation about thinking-based activities. Our presentation included experiments and problem-solving activities, such as putting a story in the correct order and drawing solutions to different problems. Another group gave a presentation about “The Creative Classroom” and organised creative Halloween activities.
I learnt that experiments and problem-solving activities can help children develop their thinking skills while learning English.
I enjoyed this class because we shared our activities with our classmates and learnt from another group’s presentation.
October / CLASS DIARY
This was our last day of class, and the last two groups gave their presentations. The first group presented “The world around us” through stories and storytelling. We did movement activities based on the same story.
The second group presented “Festivals” and focused on Halloween. We made a ghost using a plastic plate and pieces of toilet paper. We also made a witch picture using green paint and our handprints.
I learnt that a story can connect different movement activities.
I also learnt that festivals can be used to introduce vocabulary through crafts. These activities can help children follow instructions in English and develop their creativity.
I enjoyed this last class because we took part in different practical activities. I liked how the first group connected movement with a story, and I enjoyed making the Halloween crafts.
