<<<<<||-----ACTIVVITES.txt-----||>>>>>
| **Stage** | **Description** | **Time** |
| -------------------- | ----------------------------------------------------------------------------------------------------------------------------------------------------------------- | -------- |
| **Warm-Up** | *"Routine Bingo"* using a Wordwall bingo generator with common daily activities (wake up, brush teeth, go to school, etc.). <br>Students mark activities they do. | 10 min |
| **Guided Practice** | Teacher presents examples using "I wake up at 7 AM", etc. <br>Students work in pairs to ask/answer: “What time do you \_\_\_?” using cue cards. | 15 min |
| **Independent Task** | **Task-Based Activity:** Students work in small groups to create a short digital comic strip (e.g. using *Pixton* or *Canva*) showing a character’s routine. | 20 min |
| **Wrap-Up** | Each group presents their comic strip in 1–2 minutes. Peers guess the character's routine from visuals. Quick Kahoot! quiz as exit ticket. | 10 min |
| **Homework** | Students write a short paragraph about their own routine and submit it online. | — |
<<<------------------->>>
<<<<<||-----New Text Document (2).txt-----||>>>>>
📘 Lesson Plan
Teaching Topic:
Describing Daily Routines in English (Present Simple Tense)
Student Level:
A2 (CEFR) / 13–15-year-old ESL students
🎯 Lesson Objective:
By the end of the lesson, students will be able to describe their own and others’ daily routines using the present simple tense, applying vocabulary and sentence structures in a task-based, communicative context.
⏱️ Lesson Duration: 60 minutes
🧩 Methodologies Integrated:
Communicative Approach
Task-Based Learning
Gamification via Wordwall
🔹 Lesson Procedure
Stage Description Time
Warm-Up "Routine Bingo" using a Wordwall bingo generator with common daily activities (wake up, brush teeth, go to school, etc.).
Students mark activities they do. 10 min
Guided Practice Teacher presents examples using "I wake up at 7 AM", etc.
Students work in pairs to ask/answer: “What time do you ___?” using cue cards. 15 min
Independent Task Task-Based Activity: Students work in small groups to create a short digital comic strip (e.g. using Pixton or Canva) showing a character’s routine. 20 min
Wrap-Up Each group presents their comic strip in 1–2 minutes. Peers guess the character's routine from visuals. Quick Kahoot! quiz as exit ticket. 10 min
Homework Students write a short paragraph about their own routine and submit it online. —
🧰 Materials:
Wordwall Bingo game
Cue cards for guided questions
Digital tool (Canva or Pixton)
Devices (tablet or computer access)
Kahoot quiz (for wrap-up review)
📊 Evaluation Criteria:
Criteria Excellent (5) Good (4) Needs Work (3 or below)
Use of target language (grammar & vocab)
Participation in group task
Creativity and accuracy of comic
Oral presentation clarity
Completion of homework
📝 Reflection
Why These Methods?
I chose to integrate Communicative Language Teaching, Task-Based Learning, and Gamification because they collectively support a real-world, interactive, and learner-centered environment. These methods emphasize authentic language use, student collaboration, and engagement, which are crucial for teenage learners.
The Communicative Approach helped frame the lesson around functional use of language — in this case, talking about routines.
Task-Based Learning allowed students to apply what they learned in a creative task (designing and presenting a comic strip), which encourages autonomy and problem-solving.
Gamification made the introduction and review phases more engaging and competitive, keeping students motivated and involved.
Advantages:
Students are more engaged and active throughout the lesson.
Activities are student-centered and promote collaboration.
Combines visual, auditory, and kinesthetic learning styles.
Supports authentic communication and retention of structures through meaningful use.
Disadvantages:
Requires digital access, which may be an issue in low-resource environments.
Task-based projects like comic strips need extra scaffolding for lower-level students.
Gamification can cause over-competitiveness in some learners if not monitored.
Conclusion:
This lesson was designed to reflect how language is used beyond the classroom. It helps learners practice grammar in context, engage in peer interaction, and apply critical thinking through creation. Combining methodologies allows for a richer learning experience that accommodates diverse needs and keeps students motivated.
📚 References (APA 7th Edition):
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching (3rd ed.). Oxford University Press.
Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge University Press.
Prensky, M. (2001). Digital game-based learning. McGraw-Hill.
Bridge Education Group. (n.d.). What is Task-Based Learning? Retrieved from https://bridge.edu/tefl/blog/what-is-task-based-learning/
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| **Criteria** | **Excellent (5)** | **Good (4)** | **Needs Work (3 or below)** |
| ---------------------------------------- | ----------------- | ------------ | --------------------------- |
| Use of target language (grammar & vocab) | | | |
| Participation in group task | | | |
| Creativity and accuracy of comic | | | |
| Oral presentation clarity | | | |
| Completion of homework | | | |
<<<------------------->>>
<<<<<||-----New Text Document.txt-----||>>>>>
3.4 Integrative Activity. Integration of Methodologies and Strategies in Teaching
Requisitos de finalización
Hecho: Ver
Por hacer: Hacer un envío
Por hacer: Recibir una calificación
Cierre: domingo, 20 de julio de 2025, 23:59
This activity challenges you to blend methodologies in a coherent, purposeful lesson plan. It’s an opportunity to reflect on your teaching preferences and practice designing engaging and methodologically sound instruction.
Learning objective:
To create a lesson plan that integrates methodologies reviewed in the module to practice in a real-world context.
Instructions:
Gather the information from the module.
Review the strategies studied.
Choose one or more methods to integrate in a single lesson plan.
Select a teaching topic and student level.
Design a lesson plan that includes:
Objective
Warm-up, guided practice, independent practice, wrap-up
Materials and evaluation criteria
Write a reflection explaining why you chose these methods and the advantages and disadvantages.Include your references according to APA format.
Deliver your work on time in the corresponding space.
Product to be delivered
Lesson Plan and reflection
Evaluation criteria
Criterion
Score
The lesson plan effectively integrates the methodologies and strategies studied in the module, demonstrating a clear and purposeful application of multiple approaches in a coherent, unified lesson.
30%
The lesson plan includes clear, specific objectives and is well-structured, with a logical flow from warm-up to wrap-up, and includes guidance for independent practice and evaluation criteria.
25%
The chosen topic is relevant to the methodologies used, and the activities are appropriately designed for the selected student level, ensuring they align with the students' needs and learning outcomes.
15%
The reflection provides a thoughtful analysis of why the chosen methodologies and strategies were selected, discussing their advantages and disadvantages and how they fit together in the lesson.
15%
The lesson plan includes appropriate materials that support the integration of the chosen methodologies, as well as clear evaluation criteria to assess student progress and performance.
10%
The lesson plan and reflection are submitted on time, in the correct format, and in accordance with the instructions.
5%
Total
100%
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