The second week of the teaching practice was as interesting and useful as the first one. It gave me the possibility to make some more careful observations about the two classes and its students.
The B1+ level class focused on sports and working out. The students did a reading exercise in class that lasted for 15 minutes. All of the students read the text aloud by taking turns. Then, they were given 5 minutes to answer multiple choice questions about it. I noticed that when they were correcting the exercise, the teacher asked them in which line they had found each answer. After doing a lot of vocabulary exercises about sports, the teacher asked each individual student to answer some questions about this topic. She asked questions like: "what is you favorite sport?", " do you prefer going to the gym or being part of a team?" "why is it important to do sports?" etc. In this week, the students were also introduced to the conditionals. The teacher explained the grammar rules concerning the conditionals orally by providing examples on the board. The students did many exercises about the three conditionals, some of which were conducted in pair-work during the class. Finally, they took a 10 minute test on conditionals. A specific event that attracted my attention happened during a gap-filling exercise on conditionals. A student laughed at another student's answer and that was done in a very rude way. My mentor scolded the student who did that and explained that he should never do this again and that it is not funny at all.
The students of the B2 class had submitted written stories the previous week. The teacher handed them out to the students corrected and stated some common mistakes that they did. For instance, she said that some students had used the wrong tense and then explained that we used past simple and past continuous when describing a series of events. The students did some more exercises on infinitives and gerunds in their grammar book. When correcting a multiple choice exercise, the students often raised their hands to say that they chose a different option. The teacher explained why that option was incorrect and the other one, correct. What really caught my attention is that the teacher repeated the answers many times to make sure that the pupils had listened and understood them. Moreover, the class focused on vocabulary about professions through multiple choice activities and synonym that are found in the coursebook. My mentor often encouraged the students to speak by asking some random questions about jobs, their ideal job, qualifications, duties, etc. She also devoted a whole lesson to listening activities concerning professions.
All considered, my teaching practice experience continued smoothly in this second week. I consider it equally important as the first one because I was able to figure out a lot of useful things about the two classes.