microteaching experience.

I conducted some lessons with 4,5,6,7 and 8 grade students; I have gained good experience, but I think it needs to be improved. I taught students vocabulary, some basic grammar, reading, listening, vocabulary and grammar revision, and prepared some activities for the Pupils. It is hard not to notice how technology helped me to conduct the lessons successfully. Not every time of course  I felt that everything went well or as it was planned, thanks to my mentor teacher who was very helpful and supportive. I felt comfortable during the lesson “Let’s go to summer camp”, students watched a short video on Epanel program, and then they were asked to act the dialogue. During the another activity, students were divided into the groups; each group had to create his own summer camp brochure, they were asked to show it to the class.

Students work

For 7tn grade students, their lesson was reading and answer questions, I used Pearson program, then discuss student’s answers with exercises, checked if they got it right.

I noticed that the Polish curriculum concentrates much on grammar, one lesson has two different grammar rules activities, which might be too much for the kids. Variety of tasks are important for the students not to be bored with the routine of the exercises. I have tented towards group work or pair work, because it increases SS and ST talk, being able to expose their opinion. 

Grammar rule is written on a blackboard  by me

 My conclusion for the future is to increase student’s reflection on subjects and to improve students learning. I felt my English improving rapidly; I just need to concentrate more on my grammar in the near future. To sum up, teaching different grades in school gives me extraordinary experience despite the feeling of being in a mess because of the different levels of the students. 

PYP Schools... First impression.

Today on 24th, May 2019 and yesterday, I had a chance to visit two PYP Schools out of twelve located in Poland, the first school was in Poznan and the second one in Bydgoszcz. I do not want to make a comparison between them, the purpose of this blog is to write some facts about one school, reflect on what I have found interested and fascinated.

We had a chance to meet the coordinator of the International School of Bydgoszcz at room consular, who gave us general information about the school. The school celebrated the tenth anniversary this year, it ran by the University of Bydgoszcz, They started with grade zero for PYP with students who are five years old and finished on grade five with the exhibition. They have one class zero, 1 grade 1,1 grade 2, 1 grade 3, 2 grade 4, 4 grade 5. The class teachers are international, most of them are polish. The class teachers are responsible for PYP subjects, which are math, science, social studies and art conducted in English. The school provides mother tongue support for the biggest nation in the school (polish) besides German, Spanish and French respectively, the mother tongue support given to the students four extra hours a week.

IB classes Start at 8:30 Am and finish around 2:00 pm, the class time for IB is 90 minutes long, which is better to enquire to have students focus during the class and go deepen into the subject. Internet sources were used instead of the coursebook. What I can say about the school demographic background; This school established in 2005 when NATO soldiers built a base in the city and there was a need to have a school for their children. At the beginning, the school was run informally by the foundation and excluded Polish students, but after negotiation the contract with the Ministry of Higher Education, the school accepted Polish students and that is how the school started to grow. When the school has students on the waiting list, the priority is given to the NATO students. There were around 50 students when the school was established, nowadays the school have roughly 220 students.

The first thing amazed me today when 4th grade students evaluated other students' book review presentations, some statements and comments were mature.  That class reminds me of our class with Mr Josh Skjold at the University when he taught us how to reflect on our projects and evaluate each other's work.  Here I was wondered what level of education those students might reach if they were able to perform like the way University students do. This point made me start thinking further, what if this kind of education was not restricted to a particular group of students or some schools. I do believe that every student deserves to obtain the best knowledge, we need to have the same quality of the best education available in our days for every single student, I think this may be difficult to implement because of the huge efforts needed from the teachers, with this current wages teachers have, it might be difficult. Other Amazing things I saw today that students used the Portfolios, which consists of students' work during a whole year, where they can look back at their achievements and reflection with written feedback from a classroom teacher.

 I liked also the workshop we had today when we learned the way teachers created a unit plan for 2 grade students. It was nice to learn how we gathered to discuss all aspects of the unit and aims of the whole objectives. The hardest part for me was when we had to think about how to make an assessment for the whole unit, what kind of activities or assessments needed to check student's comprehension understanding of a unit as it was the most important part,  if teachers were not able to make the assessment correctly, the unit became useless. 

In one of my observation, I liked the way of a classroom teacher, when she discussed renewable and unrenewable sources with the kids. The teacher divided them into two groups, the first group supported renewable sources and the second one supported unrenewable sources in order to let them come to their own conclusion, besides comparing which sources of these were better.

 I think I have enough typing about the international school of Bydgoszcz :). 

Moving back to our first day visit, the things I found interesting in the International School of Poznan were the big playground, big rooms, very nice classroom environment, a higher level of English students have.

  
I had a chance to observe literature class; students read the second chapter of "PiPPi Longstocking" if the student did not know the meaning of one word, other students were allowed to explain to him/her in English, or he/she can use a dictionary to find the meaning, polish language not allowed in the classroom. The other classroom I observed 4th grade were worked on the capacity of polish power plants and combine heating power energy; they had to extract information from the diagram and do some math calculation.

The other thing I liked was helping students to develop their learning strategies by giving them many choices starts from early ages. 

 I have a little sad short story I would like to share with you; it was touchy and broke my heart. During my observation for classes, I was concentrated on Smart students in their classrooms and I had informed that one student writes and read English fluently without any mistakes; she is one of the best students in her classroom.  Teachers did not see her smile since she had learned about her parents’ divorce; she was able to do all her homework, participated in all the activities teachers required her to do with sad face all the time. If I were a teacher of that class, I don't know how to help in such a situation, should I discuss the issue with the child, to be more open, and try to help her get over it or not, however, I hope that she can get over her toughest situation soon, its life, never fair enough. What hurts me the most is I know how divorce can leave a very bad impact on adults, but I think it might leave the worst impacts in the kids' life. 

To sum up, I just wanted to say that it was a great experience for me to learn how PYP schools work, and to know how teachers play an important role in developing the learning process in PYP. Besides, made me realized how learning nowadays not concentrating on traditional ways of acquiring the language where the teacher just deliver the knowledge to the students and the students are just the receptive part, learning nowadays focuses on creativity and intelligibility. Thus, those kinds of schools would defiantly change the concept of learning and developed autonomous learning for the students.

Thank you for reading my blog. J

principles I found scientific in terms of my own future teaching practice and professional development.

Warsaw University, Poland. 2019.

Discuss analyse the learning points/ concepts/ principles I found scientific in terms of my own future teaching practice and professional development.

 What we do mean by learning? What happens in learning situations? What we need for learning? The definition of learning can be simple and complicated at the same time, it can be simple if we define it as a way of acquiring hidden or unknown knowledge.

Sometimes it can be more complicated if you look at the details of this involves the activation of multiple elements to comprehend rules and principles, understand relationships among various entities and solve problems. It differs from simple learning in that it requires a high level of mental effort. For example, learning vocabulary is a simple learning process because the elements of the material learned do not interact with each other, the mental effort involved in simple learning is low.

However, if the learning involves syntax, the elements of information that must learn, it may be difficult to assimilate because it cannot be  gained in isolation. In this case, learning gets complicated which requires high level of mental effort due to its high degree of element interactivity. For me learning like planting flowers, a seed is planted in my mind, which I nurture with water and sun in the faith that it will sprout and grow. Alternatively, peeling an onion, when I peel off a layer, which reveals the next layer to peel off. Each time something tells me I am getting closer to the core of the matter.

What happens in a learning situation is the four- season climate. Sometimes it goes smoothly like sunny day, other times stormy when learners can’t get a new knowledge or when the teacher doesn't has the proper way to deliver the knowledge. If we talk about learning, we must talk about teaching, because learning itself never happen without teaching elements such as  Teacher, materials, environments, teaching and learning strategies as they play significant roles in developing learning process.  

Some teachers taught the curriculum today, other teachers taught students today and there is a big difference. I would taught syllabus and students today and includes additional activities from internet that learners may need to understand crucial concepts. I have learned that four language skills (reading, writing, speaking, and listening) must be professionally delivered to the students, and as a professional teacher I would be facilitate them through the techniques I have learned in the university such as warming up, brain storm, group working. Pair work, besides help learners to develop their logical thinking when they learn six hat concepts.

 If you teach young learners, your goal must be increasing the level of their knowledge, make them read, read as much as they could, build confidence and let them believe strongly that everything is possible and they can learn anything they want, even if it was challenging. If you do not do that, it may destroy their learning motivation.

 John W. Gardner addressed that much education today is monumentally ineffective. All too often, we are giving young people cut flowers when we should teaching them to grow their own plants.

 I will not give the students tools to cut flowers; I would like to guide them finding the resources for their plants.  As a good teacher I found myself  the architect and builder of a nation and generation.

my main asset of the human society, nation or a country for disseminating humanity by process of teaching, in my opinion I would be concentrating on the most useful qualities, and these are; technical know- how or skillful, educative instead of mere career orientated, advanced knowledge, changing methods or flexibility, historian, enjoyment of duty, relation instead of instruction minded.

The relationship between the post-method era and the teacher.

The classroom has changed through the years and context too, Teachers become aware of new techniques and methods, which makes their students, get FL easier, faster and in fun way. Methods, however, the term defined, are not dead. Teachers seem to be aware of both the usefulness of methods and the need to go beyond them, nowadays, those methods are directly in course books. If you do a corpus search of the collocations of the word method using a frame of contemporary American English online, you find that the most common collocation with colic it with method or an adjective, for instance, you get New, Scientific, Best, Effective, Simple, Other, Only, Different, Alternative, common, Direct and Traditional. There is very much a feeling that the methods are scientific, they are good, positive adjective and they associated with modernity.

The relationship between the post-method era and the teacher.

“ The teacher must really be himself and give himself, talk to real people about real things and then training his pupils to talk to one another about a real things” Billows.L. 1961. The Techniques of Language Teaching. p. 56."

Teacher obliged not to pretend fake feeling or emotion; the teacher must be realistic, have a sense of humour in order to get his students attention.  Students usually see their teacher like a model and a source of information, thus he can start topic talk about real things, logically and build anxiety for the students to increase SST in FL, giving students a space to express their feelings and develop their logic thinking.   

The other important method teachers must use is “drilling“, in order for the teacher to use drilling he must be well prepared. A Teacher has a big rule in facilitating difficult subjects for the students; English like other languages, the most difficult part of it is Grammar, therefore, teachers must teach grammar through conversation was grammar is being used in the background. Unfortunately, I have learned Grammar conversation through Grammar instead of learning grammar through conversation. Therefore, I hope with some methods and techniques I have acquired, I will be able to teach grammar through conversation.

Teaching CLIL lesson...Jordan

 On the 28 of March 2019,  I conducted three hours of Clil lesson for 5th grade, 6th grade and 8th grade. The main aim of the lesson was to increase students-teacher talk. The objective of these lessons was that at the end of the lesson, students had known where Jordan located, remembered the name of the capital, some names of tourists and historical places listed in videos presented by the student teacher, also were able to produce well-constructed sentences related to their favourite tourist places in Jordan. I used three YouTube videos besides two handout questions sheets as supplementary material.  The student teacher started handing out the first part of the questions to warm the students up and to brainstorm for elicitation their geographic information and to discuss a student's answer.  After that, the student teacher used pre-teaching stage, which included revising vocabulary from the videos in order to do pronunciation repetition for some words like "amphitheatre, ancient, stumbled, the festival". And then, The student teacher gave a short speech and introduction about Jordan included geographic location, brief history, introduced to the most important historical places in Jordan such as Petra and The dead sea.

A Sample of Questions handouts to the students.

 After that, the student teacher showed students the location of Jordan on the world map in a short power point presentation, with other necessary information like the flag, capital and inhabitants. Student teacher presented three videos, the first video was about Amman, the second video was about Petra and the third video was about The dead sea. Then the student teacher gave the second part of handout questions which was related to the videos students watched, students read the questions in pairs or in groups and they discussed why he or she chose his favourite place in Jordan. At the end of the lesson, student teacher asked the students to give back their handout questions to check their handwriting, their English level and their geographic knowledge.

Students' names, the topic, date of the day in Arabic. 

To sum up, I can say that I managed the time well, I conducted the lesson well, even though the 5th-grade wasn't an easy class to deal with because students were noisy and hard to control. The rest was nice and I got immediate feedback from the students when they clapped their hands after I finished the lesson. Of course, the students were nicely surprised when they saw me writing from right to left in order to write their names in Arabic.
The feedback from my mentor teacher was positive despite he asked me to prove my English level and concentrate on how I pronounceed some words during my speech, I know that I have a problem sometimes in pronouncing P letter, I make it sounds like b instead of p and that refer to my mother tongue where we don't have strong p and try to avoid making mistakes in my speech.  Thank you for taking the time to read my blog:).

Error Management

Error Management.

On the last day of this semester, I had a chance to observe four lessons; I concentrated on the variety of student’s errors, even though it was difficult for me to observe a particular subject at once. Nevertheless, before I write about student’s errors, I would like to mention that my mentor teacher is fixing my errors too, I personally appreciate what she is doing for improving my English level even though she does not have to.  I think the reason I need someone to fix my errors is that I came from the IT field were writing English at higher levels was not required as it is in this field. However, I do feel my self-developing in writing every time my mentor teacher fixes my writing errors.

The teacher does fix student’s error more often right away, for instance, when student spelt the word “ strong” as a“ wrong “ or " can" as " can't" then teacher fix his pronouncing error right away, I noticed it is a good idea to do so because if the teacher ignore this error, other students may think their colleague spelt it correctly. The teacher, sometimes stops and focus on a student is pronouncing error by asking the student to repeat the word until he or she gets it right.  I think such an effort from the teacher is appreciated, but for a big class, it may consume a lot of time.

When Students make mistakes in grammar, the teacher reacts fast by telling the student “no, it is not correct “and she writes on the blackboard the correct version. A teacher using a blackboard a lot, as she is drawing many pictures, and writing the similar sound of the words to facilitate for the students.

Sometimes the teacher asks other students if their colleague spelt the word correct, and if not, she asks other students who know the correct spelling to shout it J .

Sugata Mirta: Building a school in the clould.

Reviewed by: Mahmoud Salem.

M.salem.pl@gmail.com.

Supervisor: M. Matysik.

Warsaw University, Poland. 2019.

 Sugata Mitra: Building a school in the cloud.

“What is going to be the future of learning?” with this sentence, Sugata Mitra Started his speech to the TED audience on Feb 27, 2013. He introduced his little story in order to tell what his plan is about, by looking at where the kind of learning we do in the school came from-it came about three hundred years ago, from the last and the biggest of the empires on this plane, The British Empire.

Mr.Mitra explained that the Victorians did not have computers and telephones, but with data hand written on a piece of paper, and travelling by ships, they created a global computer made up of people, which was called the bureaucratic administrative machine. In order to have that bureaucratic administrative machine running, they needed many people, and in order to produce these people they created school as we know it. Then he illustrated how these people were identical to each other by knowing three things: they had to have a good handwriting because the data was handwritten, they had to be able to read, and they had to be able to do multiplication, division, addition and subtraction in their head, You could pick one up from New Zealand and ship him to Canada and he would be instantly functional. He noted that the machine no longer exists while we still produce identical people, so he called the current schools obsolete.  He argues that the punishments and examinations seen as threats shut the brain down. Neuroscience provides evidence that, when it is threatened the reptilian part of our brain, it shuts down everything else, including the prefrontal cortex, the parts that learn. He described his own experiments with students. The first one was when he used to teach programming in Delhi, when there was a slum near his office, and he made a hole in the wall next to his office. He stuck a computer inside it, just to see what would happen with the students who had never had a computer, did not know what the internet was, and did not know English.

Eight hours later, he found them browsing and teaching each other how to browse. The second experience was when he repeated the experiment 300 miles out of Delhi, in a remote village, where a chance of finding someone to help the kids was very little. Two months later, he found kids playing games on the computer on their own, and they required from him a faster processor and better mouse, and saw that the kids were able to learn English and computer skills in two months.

His next experiment concerns bringing the creativity back to learning and shifting from threat to pleasure. When he got back to England, he asked 200 British grannies from Diggles, northwestern England, to participate in online teaching one hour a week for students located in Tamil Nadu, India, 6,000 miles away, their encouragement continued to the children’s success in learning. He showed the audience his idea for future of education, i,e. self-organized learning environments, collaboration, and encouragement, based on tapping into the children’s and ability to work together.

I like the way Mr. Mitra started his speech with a question to his audience in order to illustrate his points. I also admire the way he presented the definition of the bureaucratic administrative machine. I think he has a point that we all became identical learners especially from school times, when we all taught the same knowledge globally. However, I do not agree with him when he described the current schools as obsolete, I think the concept of schools is still vital and they are still able to provide the necessary knowledge and experiences for the students; in my opinion it just needs to be updated by implementing the new technology and materials. However, I do not think that the local governments are ready for this update because it is too costly.

Reading his experiments, in general, it was good to try to see how the students can learn by themselves, without a teacher.  Changing the ways of the acquisition of knowledge is fine but we need to ensure the quality of education and create a living space in the classroom where both students and teachers are socially integrated to their society and culture (Altrichter, Helm, and Kanape, 2018).  

References

Altrichter,H. & Helm. C. & Kanape. A. (n.d.). Education and school quality. Retrieved from http://www.sqa.at/pluginfile.php/994/course/section/450/Education%20and%20school%20quality.pdf.

Mitra. S. (2013, 02, 17). Building a school in the cloud. Retrieved from. https://www.youtube.com/watch?v=y3jYVe1RGaU

report view

Reviewed by: Mahmoud Salem.

M.salem.pl@gmail.com.

Supervisor: M. Matysik.

Warsaw University, Poland. 2019.

 Sugata Mitra: Building a school in the cloud.

“What is going to be the future of learning?” with this sentence, Sugata Mitra Started his speech to the TED audience on Feb 27, 2013. He introduced his little story in order to tell what his plan is about, by looking at where the kind of learning we do in the school came from-it came about three hundred years ago, from the last and the biggest of the empires on this plane, The British Empire.

Mr.Mitra explained that the Victorians did not have computers and telephones, but with data hand written on a piece of paper, and travelling by ships, they created a global computer made up of people, which was called the bureaucratic administrative machine. In order to have that bureaucratic administrative machine running, they needed many people, and in order to produce these people they created school as we know it. Then he illustrated how these people were identical to each other by knowing three things: they had to have a good handwriting because the data was handwritten, they had to be able to read, and they had to be able to do multiplication, division, addition and subtraction in their head, You could pick one up from New Zealand and ship him to Canada and he would be instantly functional. He noted that the machine no longer exists while we still produce identical people, so he called the current schools obsolete.  He argues that the punishments and examinations seen as threats shut the brain down. Neuroscience provides evidence that, when it is threatened the reptilian part of our brain, it shuts down everything else, including the prefrontal cortex, the parts that learn. He described his own experiments with students. The first one was when he used to teach programming in Delhi, when there was a slum near his office, and he made a hole in the wall next to his office. He stuck a computer inside it, just to see what would happen with the students who had never had a computer, did not know what the internet was, and did not know English.

Eight hours later, he found them browsing and teaching each other how to browse. The second experience was when he repeated the experiment 300 miles out of Delhi, in a remote village, where a chance of finding someone to help the kids was very little. Two months later, he found kids playing games on the computer on their own, and they required from him a faster processor and better mouse, and saw that the kids were able to learn English and computer skills in two months.

His next experiment concerns bringing the creativity back to learning and shifting from threat to pleasure. When he got back to England, he asked 200 British grannies from Diggles, northwestern England, to participate in online teaching one hour a week for students located in Tamil Nadu, India, 6,000 miles away, their encouragement continued to the children’s success in learning. He showed the audience his idea for future of education, i,e. self-organized learning environments, collaboration, and encouragement, based on tapping into the children’s and ability to work together.

I like the way Mr. Mitra started his speech with a question to his audience in order to illustrate his points. I also admire the way he presented the definition of the bureaucratic administrative machine. I think he has a point that we all became identical learners especially from school times, when we all taught the same knowledge globally. However, I do not agree with him when he described the current schools as obsolete, I think the concept of schools is still vital and they are still able to provide the necessary knowledge and experiences for the students; in my opinion, it just needs to be updated by implementing the new technology and materials. However, I do not think that the local governments are ready for this update because it is too costly.

Reading his experiments, in general, it was good to try to see how the students can learn by themselves, without a teacher.  Changing the ways of the acquisition of knowledge is fine but we need to ensure the quality of education and create a living space in the classroom where both students and teachers are socially integrated to their society and culture (Altrichter, Helm, and Kanape, 2018).  

References

Altrichter,H. & Helm. C. & Kanape. A. (n.d.). Education and school quality. Retrieved from http://www.sqa.at/pluginfile.php/994/course/section/450/Education%20and%20school%20quality.pdf.

Mitra. S. (2013, 02, 17). Building a school in the cloud. Retrieved from. https://www.youtube.com/watch?v=y3jYVe1RGaU

Teacher - Student Talk

Teacher - Student Talk

On the 17^th of December 2018, and on the 14^th of January 2019, I observed four lessons, with 3rd grader, who usually have six English classes a week, At the first two lessons there were fifteen students, nine girls and six boys, the last class I observed has eleven students, five boys and six girls.

The aim of the lessons was to introduce past simple irregular forms, activities, read about celebrating birthday and discuss it, revising the vocabulary.

The topics of the lessons is the monster under my bed. During my four hours observation I focused on two types of students, active and less active pupils. The active students usually answered a questions addressed to them and a question addressed to the whole class more often, by raising their hands to answer, and sometimes by shouting the answer when they knew it. When teacher talked to whole group or concentrated on someone else, they stayed focus with what teacher said. If they wanted to talk with other students about the tasks or gab between themselves, they usually used their L1, but when they talked to teacher, they used their L2; their body language showed that they were focused on the teacher and they sometimes paid attention to what was going in the class.

Meanwhile the less active students did answer the questions addressed to them by the teacher but sometimes teacher encouraged them, they did not raise their hands more often but when teacher addressed the question to them, they answered. If they knew the answer they raised their hands, when the teacher talked to whole group or concentrated on someone else, they stayed focused with what teacher said. They used L1 language when they wanted to talk with other students, but they used L2 when they talk to the teacher. Their body language showed that they were focused on the teacher but they paid less attention to what was going in the class. 

The teacher always addresses the students by their names when students wanted to answer. The teacher spoke to the students with a warm voice, even when she uses body language in order to help students understand. The teacher corrected the wrong answers of the students but not corrected it directly. She made often students participate and correct it. When a student made an incorrect answer, and if the student answered the question correctly she praised him. In addition, she used encouraging statements like “I am sure you can do it “ for the students who claimed that they can’t achieve or do particular activities. 

The teacher managing time efficiently

 The methods that the teacher use to get students attention vary. Sometimes she does use her body language to show expressions that the students understand as a way of controling the noise in the class, sometimes she use “ 1,2,3 look at me” and “shshsh”. Besides managing time very well for instance, she corrects the exercises of the students while they are listening to a song and singing it. Her instructions are clear with short sentences which make the students understand it easily. 

 She draws lots of pictures on the blackboard in order to explain new vocabulary to students, and sometimes she does speak L1 in order to simplify some words that students may need for their activities. Teacher's talking and her body language are very important during the lesson, I believe that she keeps the class under control and students stay focused on acquiring the knowledge in the proper way, and there is always enough time for less active students to be made concentrated more by the teacher.I would consider teacher's body language and controlling lesson time as an important element for teaching learning strategies, and I hope to be able to do them in a professional way. 

Thank you.

Teaching Materials

On the 14^th of January 2019, I observed four lessons, with 3 rd Grades, who usually have six English lessons a week, the numbers of students in classes usually varied between 11 students and 15 students in each class. The aims of the lessons were for students to be able to write activities on the present past, and writing about their birthday party. they Listened to song, read, and wrote a new verse for the song, using some words from the box. The coursebook used for the 3 rd grads is Our World Students book 3, by the national geography learning. When I asked the teacher about her personal opinion about the book, she said that she liked the book because it has great content and good additional materials for language practice and she added, “You have to support it but not heavily”. When I asked the students about their coursebook, most students liked the coursebook, and they said its fun and easy, meanwhile few students did not like it, one student thought the coursebook was difficult.  Teacher uses "Storyfun " course book by Karen Saxby and " Home Fun Booklet"  for the revised Cambridge English: Young Learners (YLE), by Jane Ritter as other materials to boost and develop kids language.

The teacher started with Pre Task stage when she helped to create a good atmosphere at the beginning of the lesson, she gave the students words and supporting sentences that they used in doing activities in their coursebook and workbook, she supplied the student's words and ideas to support each individual student. Then students started their first activity, which was grammar activity ,they drew a line between the two verb forms in the present and in the past, which took seven minutes including checking. The second activity was from the workbook students were asked to read and draw lines to match the questions and answers, this activity took around ten minutes including teacher's feedback when she discussed the answers with the class. The third activity was listening to the song and filling word gaps, students listened to the song three times, and after they got familiar with the lyrics, they started to fill in the word gaps in their workbook. This exercise took around ten minutes. The last activity was about writing a new verse of the song, using some words from the box, In this activity, students knew the meaning of all words listed in the box and they filled in the gaps easily because they knew how to build a sentence structure.

In the conclusion, materials are very important for the students and for the teacher. It is a fundamental key for teaching and learning, and it must be taken into consideration when it comes to grammar, spelling, pronunciation and vocabulary abilities in order to help them develop their level in English. In addition, the way how the teacher implements the techniques and strategies of teaching in English is not less important than the materials. After taking a look at the topics of the materials and activities, I think I would not change anything in the material but I would probably add some extra activities in case I saw that students did not get some of the crucial concepts right. Thank you.