NUMBER

GROUP TYPE OF USED TO BE… NOW IT IS… GENERAL COMMENT

STUDENTS
Mondays > Speak Out Intermediate (reading,
writing, grammar, vocabulary – along with
some speaking)
*Homework – to be assigned from the black
and white pages at the end of their student’s
book (which is the workbook enclosed to the
2/3
SB, with the answer key)
(one student
used to come
Wednesday > Speak Now 3 (listening,
from the
B1 speaking, vocabulary)
other centre
(MONDAYS & *Homework – to be uploaded onto the
but I don’t
WEDNESDAYS 11.30 – Adults Angela’s Yours platform (vocabulary reinforcement worksheet
know if she
12.30) + answer key)
still comes
CLASSROOM: LONDON
to this group
Lessons are quite dynamic, students are
or if she
participative.
went back to
hers)
Talk about the following with Alma: at the end
of each unit of the Speak Out book there’s a
DVD lesson and we do have the extra
materials for those. The same applies to the
beginning of each unit, there’s an extra
worksheet called “BBC Interviews” for each

JAVIER VILLOSLADA
(PREPARE 7B)
Teen
(MONDAYS 16.00 – 17.00)
CLASSROOM: DUBLIN
one that should be used as the introduction to
the unit
Es solo 1 hora a la semana con 1 solo alumno.
No es exactamente un “one to one” ni tampoco
un “apoyo”. Se ha pautado este material
después de hacer un curso de FCE pero no se
presentó a examen.
Lo vamos trabajando y cubriendo y si veo
que necesita refuerzo en algo pues preparo
worksheets extra o alguna actividad para
trabajar algo en más profundidad.
Yo le pregunto de vez en cuando si tiene
deberes o si necesita ayuda con el inglés del
1 Raquel’s Yours
instituto, y a veces dice que si, por lo que igual
te toca adaptar alguna sesión a sus
necesidades.
Javi es un chico que no habla mucho, así que
en las tareas de speaking o follow-up
questions no creo que te entretengas mucho.
En general trabaja bien y rápido aunque si te
lees los informes verás que lo que más me
llama la atención es lo pobre que son sus
writings viniendo de un curso de FCE.
Con los phrasal verbs se lia bastante, pero la
gramática y el vocabulario los suele trabajar
de manera correcta.
 La comprensión escrita es buena mientras que
la oral no es mala aunque mejorable
In this case I used to focus on
GR/WR/READING but I don’t know whether
NEW FAIRYLAND 6 or not this should be kept like this until I speak
(MONDAYS 17-18) Kids 3 Shared Shared (with Raquel) to David. Apart from that, we have 3 students
CLASSROOM: DUBLIN who talk a lot (unfortunately not English) and
sometimes they misbehave; they can be kind
of cheeky.
These students are wonderful and they
understand everything quite well. At first, I
WIDER WORLD
Shared and then shared the group with another teacher but then
(MONDAYS 18-19) Preteens 5 Yours
Raquel’s Raquel took it. So, here we have the same
CLASSROOM: DUBLIN
situation as in New Fairyland 6. All of them
are very hardworking and nice.
This group is the same as the one in the
morning (in terms of books and everything;
actually, you have to repeat whatever you did
B1 in the morning) however, there’s one student
(MONDAYS & Alma’s and then (Rebeca) who works shifts and sometimes she
Adults 3 Yours
WEDNESDAYS 19-20) Angela’s comes to this group (which is the usual thing)
CLASSROOM: NEW YORK or to the other. What I used to do was just
asking her 1 week before so that I knew if I
had to expect her or not. In this case it is easier
because you are in charge of both groups.
 *Homework – to be assigned from the
workbook (no corrections needed, they have
the keys) and some from the student’s book (to
be corrected in class or to be handed in)
There is only one student. You may need to
use some Spanish in class because his
comprehension skills have started developing
now and he doesn’t really reinforce the input
outside the classroom – although he listens to
some English language songs.

BEGINNER (ENGLISH ID
I try to review and reinforce vocabulary by
1)
Teen/ 1 playing games in class but the rest of skills are
(MONDAYS & Raquel’s
Young adult (Kevin) covered little by little with a lot of
WEDNESDAYS 20-21)
reinforcement/extra practice.
CLASSROOM: NEW YORK
He doesn’t work at home a lot and he also
misses some lessons so progress isn’t clear.
He’s 18 years old, I think, and lives far away
from his family. I’d say he even likes talking
about Colombia, comparing it to Spain (so as
to practise grammar and vocabulary
speaking), how his life has changed...

He doesn’t mind working one skill or another

but I think he enjoys practising listening.
That’s why -> There is another platform to be
 used with this course where the students can
find reinforcement for all the contents of the
book, but he doesn’t use it at all so from time
to time I pick some extra listening activities
from there and print them and we cover them
in class.
-Ask David to give you access – richmond
platform

*Homework – NO HOMEWORK

Dynamics > we start all lessons writing the

date and the weather on the board and
notebook (each day one kid writes one thing –
check “hoja de seguimiento”). After that, we
GO GETTER 3 cover vocabulary words starting by... (in
(TUESDAYS & January, for your first session it’s time for
Kids 3 Angela’s Yours
THURSDAYS 16.00 – 17.00) letter “S” so copy some words on the board
CLASSROOM: DUBLIN and let students tell you some others they
know) – words are written down along with
some drawing/picture if they aren’t sure of
their meaning

More > I wanted to introduce them to irregular

verbs past and participle forms so feel free to
 do it as you please, either writing sentences,
spelling words, games...

Behaviour charts > on the walls of the

classroom there are some drawings (now
they’re snakes) that contain stickers or are
coloured if they behave and perform well.
Feel free to fill them and if you need more,
ask Alma for them

As I told you, the book is just the 30-40% so

when preparing the lessons or planning, bear
in mind that you can adapt / modify the
activities suggested in the book but trying to
cover the same contents
Very nice & hardworking students. All of
them work and understand most of what I
explain. Besides, there are two girls whose
level is slightly higher than that of the others. I
PREPARE 7C used to focus on GR/WR/READING but I
(TUESDAYS 17-18) Teenagers 5 Shared Shared (with Raquel) don’t know whether or not this should be kept
CLASSROOM: PARIS like this until I speak to David so, here we
have the same situation as in New Fairyland 6.
Apart from that, this book is a little bit
“special”; listening and writing exercises come
every two units so sometimes things should be
 changed in order to follow the book in a
“smooth” way. However, I also have one
group with this book so what we’ve been
doing so far is using its planning; you do with
your groups the same I do with mine.
Here we have two students: Andrea (4) and
Luis (3). They are super young and we work
using a Booklet. Each of them have one and
we kept them inside the cupboard which is in
the classroom. The lessons should be really
entertaining, zero Spanish and they learn
through listening, repetition, pointing, songs,
games, etc.
EFK I Andrea is super participative and works very
(TUESDAYS AND well. She colours fast, gets everything rather
Young kids 2 Alma’s Yours
THURSDAYS 18-19) quickly.
CLASSROOM: DUBLIN Luis doesn’t really know how to colour (and
he doesn’t like it either) but he has been
making progress since he couldn’t even hold a
pencil/crayon when the course started and now
he tries both to colour and write his name. He
is quite moody but Andrea is really helpful
when this happens.
None of them can read.
 Here we have 3 students. One of them
complains a lot, other is quite well-behaved
and tries his best and the last one is really
hard-working and takes things very seriously
TODAY 3
even though sometimes he gets carried away
(WEDNESDAYS 17-18) Kids 3 Shared Shared (with Raquel)
by the first one. Apart from that, I used to
CLASSROOM: LONDON
focus on GR/WR/READING but I don’t know
whether or not this should be kept like this
until I speak to David so, here we have the
same situation as in New Fairyland 6.
There are 5 students in this group. We have:
 Ana, who is extremely hard-working,
independent and whose level is quite good.
 Lucas, who tries hard and works well.
 Rodrigo, who is terribly shy and
sometimes doesn’t get what he has to do.
Also, he gives up very quickly.
NEXT MOVE 3
 Valeria, who tries hard and aims to be the
(THURSDAYS 17-18) Kids 5 Shared Shared (with Raquel)
best student (this is why there’s some kind
CLASSROOM: DUBLIN
of rivalry between Valeria and Ana). Also,
she loves being the centre of attention.
 Mateo, who gets easily distracted
(especially along with Rodrigo) and
sometimes doesn’t know what he has to do
(either because he’s talking or not paying
attention at all).

A2 + (English ID 2)
(THURSDAYS 18-19) Adults
CLASSROOM: NEW YORK
Apart from that, I used to focus on
GR/WR/READING but I don’t know whether
or not this should be kept like this until I speak
to David so, here we have the same situation
as in New Fairyland 6.
Material: English ID 2
*Homework – to be assigned from the
workbook (no corrections needed, they have
the keys) and some from the student’s book (to
be corrected in class or to be handed in)
Lessons are dual; you’ll be the teacher on
Thursday evening and Alma on Tuesday
morning. Just follow the planned because
2/3 Shared Shared (with Alma)
you’ll start covering where Alma stops and the
other way round. Talk with Alma if there’s
anything extra you’d like to cover / do in class.
Apart from this, there’s one student from the
B1 group (Amanda) that was offered to come
this lesson as well because the level of the
other group is a little bit higher than hers. As
far as I know, she hasn’t turned up to any
lesson but she can, so this is just for you to
know (that is why the 2/3 number of students).