​The general overview of the implementation is very positive. First of all, we need to consider the starting point: for instance it was the first time I was implementing proposals, I had to look for a common topic among the activities... I have to admint it was difficult at first to find a link for all the activities. While designing the activities, other things had to be considered, such a the low English level of students, the diversity of ages, the autonomy of the activities... bearing all this in mind, I think the Teaching Unit has had a good acceptance among the students, and that they have acquired some knowledge, both regarding language and content.

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Some of the aspects I would like to highlight are that there was little need to use the L1 from the teacher; students acquired some knowledge regarding the language (for instance at the beggining of the activity they needed the teacher to recall the structures several times; by the end, they were autonomous); and adapted materials for diverse levels worked well (e.g.: first graders were OK writing a couple of words in their worksheets, whereas third graders were able to write sentences that first graders would not have been able to).

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On the other hand, there were some aspects which did not work very well, and for which I have been thinking of improvements, so the next time I can implement them. The main concern of my implementation has been autonomy; one of the main traits of this school is students' autonomy while learning. My proposals were intended to be autonomous but perhaps because of the difficulty of the language, students were constantly asking for help and clarifications. I had designed some instructions flashcards that were placed on the walls, but which students did not look at; for the next time, it would be a good idea to have the instructions more accessible, somewhere where students can pick them. Another improvement is to have a little card to pass to the next person in the domino game (proposal 1) when it is his/her turn; this way English is promoted and the teacher does not need to be controlling all the time if English is used or not, which was another of my concerns. Because students are not used to this language, I was afraid they would change to their home language as soon as I would not be there controling; therefore I spent all the time moving from one proposal to another, checking language use.

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Despie the fact I previously mentioned that adapted materials worked well, I have to say not all activities were adapted, especially when it cme to assessment activities. One thing I have learnt after implementing my Teaching Unit is that all the materials have to be adapted, especially when learners from such diverse levels (1st, 2nd and 3rd grade) are doing the same acitvity.

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Finally, the second proposal did not work as planned at all. I had thought third graders would be able to use cents to buy and sell things, but at the end it was a bit complex so I decided to keep just the euros.

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Regarding the classroom management, it was stressful at times to move from one proposal to another to check if they were being developed correctly, especially when there were a lot of students. Therefore, by the end of the implementation we decided to rearrange the organisation and do the two proposals in the same space, so it was easeir fo the teacher to move from one to another. To help students with their learning process, apart from diverse and adapted materials students took advantage of the fact that they were doing the proposals with other classmates; this way, they were able to help each other whenever they needed. I found this very enriching and satisfying.

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As for the communication, I am proud to have been able to develop activities fully in English and that students were able to understand me. Of course, the use of images, hands-on materials and glossaries was key to reach students' comprehension. Moreover, diverse types of interaction were present so to promote the use of this language: student-teacher interaction required of course English, but peer-to-peer interaction resulted in children speaking in English as well. Oral ineraction was the main way of communication, but especially for older students some writing was used as well.

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The following infographic summarises these main points I have analised after the implementation of my Teaching Unit.