There are little research about integrating the method as a tool for teaching a foreign language, so I decided to try this technique to make the students write a little sentence using a preposition. First, the vocabulary was practiced one day before (they have 30 min of English class per day) using a video and a game of obstacles in which they had to name the action they were performing ("around the circle" "between the cones" "through the ring"). The second day we practiced using a box and a puppet of a mouse to tell sentences "the mouse is in the box" "the mouse is on the box" and then they made a drawing of a box/chair/table. After that they had to copy from the board: "The puff is ... when they finished I gave a "puff" to each one and they sticked it in/on/under/by the item they drew. Finally they decided to copy from the board (in/on/under/by) wheter the puff was in relation to their drawing.
PROBLEMS: 1)Active learning was lost at some point in which they just copied from the board, however, they created their own sentence according to their drawings. 2) Some of the students didn`t reach the highest performance of the activity or didn´t fully understood the instructions and because of time issues (they arrived late from their previous class) I ended writing their sentence. 3) Changing the sitting arrangement affected their behavior and attention.
SOLUTIONS: 1) Give instructions step by step being clear and simple. Sometimes thinking about them or enumerating them before the class works well. 2) It is actually important to know which students are talkative then together to put them apart or closer to the teacher. Time-management is quite necessary as well.
