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Final Teaching Project: Integrating ELT Methodologies in a Real-World Context
🧑‍🏫 Target Students

    Age: 13–14 years old

    Proficiency Level: A2 (CEFR) – Lower-intermediate

    Educational Context: Public secondary school with mixed-ability ESL learners

    Learning Preferences:

        Visual and kinesthetic learning styles

        Enjoy technology-based activities and group collaboration

        Motivated by real-life communication tasks and creative challenges

🎯 Learning Objectives (Week-long)

By the end of the week, students will be able to:

    Use present simple tense and frequency adverbs to describe daily routines.

    Collaboratively design and present a creative project (comic strip or slideshow) representing a character's daily life.

    Develop fluency and confidence through peer interaction and meaningful use of vocabulary.

    Reflect on their learning progress through peer and self-assessment tools.

📚 Content & Lesson Sequence
Topic: Daily Routines and Time Management
Integrated Methodologies:

    Communicative Language Teaching (CLT)

    Task-Based Learning (TBL)

    Project-Based Learning (PBL)

    Gamification using digital tools

🗓️ Weekly Schedule Overview
Day	Focus	Main Activities
Day 1	Vocabulary Introduction & Listening	Wordwall bingo, listening to daily routines, matching activities
Day 2	Grammar: Present Simple + Frequency	Mini-lecture, guided sentence practice, pair Q&A
Day 3	Task-Based Activity: Planning a Character	Design a fictional character's routine using Canva or Pixton
Day 4	Project Creation	Students complete their group projects and prepare presentations
Day 5	Presentation + Reflection	Group presentations, peer feedback, Kahoot quiz, reflection journal
🧩 Lesson Structure

Each daily lesson includes:
🔹 Warm-Up (10 min):

Engaging icebreaker or game (e.g., quiz, Wordwall, picture prompts).
🔹 Guided Practice (15–20 min):

Explanation of the language point (grammar or vocab) + structured pair work (dialogues, gap fills, role-play).
🔹 Independent/Group Task (20–25 min):

Students complete a real-world task (e.g., plan a comic, record a dialogue, create a digital poster).
🔹 Wrap-Up (5–10 min):

Quick review (e.g., exit ticket, Kahoot, peer feedback, checklist).
🧰 Materials & Resources

    Projector or smartboard

    Devices (tablets or computers) for group work

    Printed cue cards for speaking

    Wordwall, Kahoot, Quizlet for games

    Canva, Pixton, or Google Slides for project creation

    Reflection journals or Google Forms

📊 Assessment & Evaluation Strategies
Component	Strategy
Vocabulary & Grammar	Formative quizzes (Wordwall, Kahoot), daily Q&A checks
Speaking Fluency	Peer-assessed group presentations
Collaboration	Observation rubric and group self-assessment forms
Creativity & Application	Comic/Slideshow assessed using project rubric
Reflective Learning	Learning journal entry at the end of the week (self-reflection questions)
📝 Evidence/Products Expected from Students

    Daily routine comic strip or digital slideshow

    Oral group presentation (2–3 minutes per group)

    Completed daily vocabulary tasks

    Reflection journal or Google Form entry

    Participation in games and discussions

🕵️ Observation Guide: Student Engagement & Participation
Criteria	Observation Notes
Participation in warm-up activity	
Use of target language in tasks	
Collaboration with peers	
Creativity in project work	
Engagement in presentations	
Quality of reflection responses	

The teacher records observations during each phase and follows up with notes after class.
🧠 Theoretical Support (APA References)

Harmer, J. (2007). The practice of English language teaching (4th ed., pp. 364–378). Pearson Education.
Scrivener, J. (2011). Learning teaching: The essential guide to English language teaching (3rd ed.). Macmillan Education.
EDGE. (n.d.). How to Create an Effective Lesson Plan. EDGE Tutor Tips.
Camacho, M. E. (2014). La Metodología de la Enseñanza de la Lengua Inglesa en la formación del profesional de Lenguas Extranjeras (pp. 48–56).
Korneeva, T. A. (2020). Project-based learning usage in L2 teaching in a contemporary comprehensive school. International Journal of English Language and Literature Studies, 9(3), 256–267.
Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching (3rd ed.). Oxford University Press.
Bridge Education Group. (n.d.). What is Task-Based Learning? Retrieved from https://bridge.edu/tefl/blog/what-is-task-based-learning/
✅ Final Checklist (Aligned with Rubric)
Criterion	✅ Met
Integration of diverse ELT methodologies with real-world relevance	✔️
Clear structure: objectives, warm-up, activities, wrap-up	✔️
Adapted to student needs (age, level, learning preferences)	✔️
Includes materials, tools, and assessment strategies	✔️
Identifies student products and provides an engagement observation guide	✔️
Organized, professional format	✔️
Uses trustworthy sources with APA references	✔️

Would you like this exported to Word or Google Docs format? Or would you like a downloadable schedule/lesson planner template to customize for your own classroom?
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Project Design
Requisitos de finalización
Hecho: Ver
Por hacer: Hacer un envío
Por hacer: Recibir una calificación
Cierre: domingo, 27 de julio de 2025, 23:59

This final project brings everything together. You’ll design a teaching experience that reflects a deep understanding of the methodologies studied, tailored to your students' needs. Through this project, you’ll demonstrate both theoretical knowledge and practical skills.

Learning objective: 

To design a teaching plan that integrates diverse English language teaching methodologies and strategies, demonstrating their ability to apply theoretical knowledge to real-world contexts, enhance student learning outcomes, and reflect on their development as effective and reflective English language educators.

Instructions: 

    Read and take notes from the following articles: 
        EDGE Tutor Tips: How To Create an Effective Lesson Plan.
        Instructional and curricular design in ESL/EFL.
        La Metodología de la Enseñanza de la Lengua Inglesa en la formación del profesional de Lenguas Extranjeras. From pages 48 to 56.
        The Practice of English Language Teaching. From page 364 to 378.
        Project-based learning usage in L2 teaching in a contemporary comprehensive school (on the example of English as a foreign language classroom).
    Look for trustworthy sources to gather additional information.
    Consider your target students, including:
        Age and proficiency level
        Learning styles and preferences
        Educational context
    Design a week-log teaching project that includes:
        Learning Objectives
        Content and lesson sequence
        Warm-up, guided and independent practice, wrap-up activities
        Materials and resources
        Assessment/evaluation strategies
        Evidence/products expected from students
        Weekly schedule
        Observation guide to assess student engagement and participation 
    Format your project clearly and include all required sections.
    Once completed, include your teaching project in the designated space.

Product to be delivered

Teaching project

Evaluation criteria

Criterion
	

Score

    The project effectively integrates diverse English language teaching methodologies and strategies, demonstrating a deep understanding of how to apply these theories in real-world teaching contexts.

	

25%

    The teaching project includes clear learning objectives, a well-defined lesson sequence, and organized activities such as warm-up, guided and independent practice, wrap-up that align with the chosen methodologies.

	20% 

    The project is tailored to the needs of the target students, considering factors such as age, proficiency level, learning styles, and educational context, ensuring the content is suitable and engaging.

	20% 

    The project includes appropriate materials and resources to support the lesson, as well as assessment and evaluation strategies aligned with the learning objectives to measure student progress.

	15% 

    The project defines clear evidence or products expected from students, and includes a guide for assessing student engagement and participation during the lessons.

	10% 

    The project is well-organized, with a clear format and all required sections (objectives, schedule, materials, assessment, etc.) included. It should be easy to follow and professional in presentation.

	 5%

    The project demonstrates the use of trustworthy sources to support the design, with proper APA citations for all references used.

	 5%

Total
	

100%

Resources: 

    EDGE Tutor Tips: How To Create an Effective Lesson Plan. (2024). Edge Tutor. https://www.edgetutor.co/post/edge-tutor-tips-how-to-create-an-effective-lesson-plan

    Nuñes, K. L. (2022, June 13). Instructional and curricular design in ESL/EFL. BridgeUniverse - TEFL Blog, News, Tips & Resources. https://bridge.edu/tefl/blog/instructional-and-curricular-design-esl-efl/

    Quevedo Palomo, I., & Echizárraga Batista, R.  (2008). La Metodología de la Enseñanza de la Lengua Inglesa en la formación del profesional de Lenguas Extranjeras. EduSol, 8(25), 48-56.

    Harmer, J. (2002). The Practice of English Language Teaching (4th ed.). Pearson Longman. Page 364-378. 

    Guslyakova, A., Guslyakova, N., Valeeva, N., & Veretennikova, L. (2021). Project-based learning usage in L2 teaching in a contemporary comprehensive school (on the example of English as a foreign language classroom). Revista Tempos E Espaços Em Educação, 14(33).

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