Two activities Mica and me used in our first "prácticas" and worked succesfully...

Mica and Vane.

Activity one

 Name of the Institution: Colegio Suizo.

 Age of the students: 14 to 16

 Level: 10 (there are 12 levels of English in the Institution).

 Language focus: reading comprehension.

 Aim: Through group interaction, sts should be able to recognize which written piece goes with each picture and, therefore, revise grammar needed to give instructions.

 Type of activity: Game. How to replace ink carridges.

 Time (i.e. how much time the activity takes) 15 minutes.

 Preparation (i.e. instructions about the elements to be considered and ready before the activity is performed) the elements needed for the activity are: 4 sets of pictures and instructions for each of the groups assigned for the game.

 Activity: the class is divided into four groups. T delivers four sets of pictures and instructions corresponding to each of the pictures and tells sts to match pictures and instructions. The first group to achieve this has to shout “done”. T and rest of the class check if the group’s work is correct. If this is not the case, the results of the other groups are checked and the ones who did it OK! Wins points.

 Variations (suggestions about how this activity can be adapted to other contexts/situations) This can be adapted to many other contexts and situations according to the vocab and grammar input they have received and the set of instructions the T wants sts to learn.

Mica and Vane.

Activity two

 Name of the Institution: Colegio Suizo.

 Age of the students: 14 to 16

 Level: 10 (there are 12 levels of English in the Institution)

 Language focus: oral practice.

 Aim: Sts should use their oral skill and the vocabulary they received as input in order to produce the utterances needed for this task.

 Type of activity: Game: Guess the product!

 Time (i.e. how much time the activity takes) 10 minutes.

 Preparation (i.e. instructions about the elements to be considered and ready before the activity is performed) the elements needed for the activity are: grammar knowledge about how to make yes/no questions. Vocabulary about different different products.

 Activity: the class is divided into two. The T has a product in mind and sts have to make questions in order to guess it. For example: is it expensive? Has it a screen? Does it come in different colours?

 Variations (suggestions about how this activity can be adapted to other contexts/situations) This can be adapted to many other contexts and situations according to the vocab and grammar input they have received.