WEEK 14 - PROCESS & COMPLETION

This final week marked the closing stage of our group presentations and, in many ways, of the subject itself. It felt like a moment of consolidation: looking back at everything we have worked on throughout the semester and beginning to mentally prepare for the final post that will bring this portfolio to an end. Even though I could not attend all sessions in person, this week still offered meaningful learning opportunities and a strong sense of closure.

SESSION 1 

Unfortunately, I could not attend the first session of the week due to health issues and some personal matters at home. However, I made sure to follow up afterwards by talking to classmates from the groups who presented that day. Specifically, I asked about the presentations on Reading and Telling Stories and Planning for an Effective Use of English in the Classroom.

From what my classmates explained, both proposals were very well structured and thoughtfully sequenced. The storytelling session, in particular, seemed to emphasise coherence, engagement, and progression—key elements when working with young learners. The planning-focused presentation also highlighted the importance of intentional lesson design, making sure that activities are not isolated but part of a meaningful whole.

Even though I missed the session physically, this follow-up process allowed me to reflect on the importance of professional responsibility: when we cannot be present, learning can (and should) continue through dialogue, reflection, and shared practice. This experience reinforced the idea that teaching is not only about what happens in the classroom at a given moment, but also about collaboration and continuous learning beyond it.

SESSION 2 

During the second session, we began with the presentation on Starting and Ending Lessons. The presenter did a good job overall, and the structure was clear. However, both the professor and I agreed that the proposal felt somewhat limited, especially considering it was designed for Year 1 of Primary Education. In my view, openings and closures are crucial moments in any lesson, particularly with younger learners, and they often require more variety, movement, and emotional engagement to truly capture students’ attention.

Later on, it was our turn to present. Our group worked on a Christmas-themed proposal, framed within a learning situation rather than isolated activities. We designed a sequence of tasks connected by a clear theme and progression, and we will be sharing the Canva links so that the activities can be viewed in detail.

Our presentation: click here.

The presentation itself was a very positive experience. The atmosphere was relaxed and joyful: we ended up singing, dancing to Christmas songs, and even sharing chocolates that our professor brought to class. It felt like a genuine celebration of learning and collaboration, and the response from classmates was very encouraging. Beyond the fun, it confirmed for me how powerful meaningful contexts, music, and shared experiences can be in language learning.

FINAL CONCLUSION

This last week served as a fitting closure to the presentation phase of the course. Even with some absences and challenges along the way, I feel that I have gained a great deal from observing others, reflecting critically, and presenting my own work. More importantly, I leave this week with a stronger sense of coherence: understanding how planning, sequencing, storytelling, and classroom routines all connect in real teaching practice.

With these sessions, we close this stage of the portfolio. The next—and final—post will be a farewell to this blog and a reflection on the journey throughout the subject as a whole.

REFERENCIAS

Cameron, L. (2001). Teaching languages to young learners. Cambridge University Press.

Harmer, J. (2015). The practice of English language teaching (5th ed.). Pearson.

Pinter, A. (2011). Children learning second languages. Palgrave Macmillan.

Scrivener, J. (2011). Learning teaching (3rd ed.). Macmillan.

Universidad de Castilla-La Mancha. (s.f.). Facultad de Educación de Toledo. https://www.uclm.es

Universidad de Castilla-La Mancha. (s.f.). Campus Virtual. https://www.uclm.es/campusvirtual