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ROUTE MAP
Methodology: 5 Course Route Map: 01 Activity:
Correct use of / y / YET vs / dz / JET Group member’s names:

 Cielo
 Adriana
 Carla

Before the activity:

Before starting the class, we will first do a phonetics practice as an activity where we
will ask the students for their favorite songs, then with the music chosen by the
students we will begin to practice by repeating some phonetics in this way we seek to
familiarize the students with the pronunciation class of the day.

Lead-in / Preparation:

After refreshing the students with the music, we will capture their attention with a set
of images of words that within the pronunciation have / y / YET vs / dz / JET and we
will practice their pronunciations, depending on the pronunciations the students will
have to identify what side we will place the image / y / right vs / dz / left.

Setting up the activity:

We will now proceed with the official presentation of the topic of the class and the
explanation of each use and correct pronunciation of / y / YET vs / dz / JET, specifically
with clear examples in which students can identify the pronunciations.

Running the activity:

For the practical part, we will start with exercises in which the student will have to
identify the correct pronunciation and place / YET/ and / or / JET / correspondingly,
this work will be done together with the whole class and the answers will be placed in
the chat box

For example: Yolk /YET/ Joke /JET/.

Closing the activity:

To do this, the participation of the students will be requested to deliver their answers
as a group and in this way, after listening to the students, the teacher can make an
identification of the errors with a subsequent correction or congratulation
corresponding to each case.
Post-activity:

We will carry out a friendly feedback focused on the deficiencies found after the
practical work. In addition to a verbal practice to observe the results of the class, that
is, to listen if our students to identify and after the development of the class their
pronunciation for words that contain / and / or / dz / a improved or is more correct
HOW TO CORRECT STUDENT PRONUNCIATION /y/ VS /dz/
-A way of correcting by showing the correct position of the tongue, because the
tongue plays an important role in the pronunciation of words.

- Familiarizing them with phonetics so that the vocalization of words is easier,

because many times in books and videos, they appear and it is easier to identify
them to know what type of sound they have.

-Repetitions after the teacher to lose the shame of expressing themselves.

- Play audios, videos, podcasts, and songs among others so that students become
familiar with the pronunciation because in this way you can try to imitate the sounds
of each word.

- Vocalization exercise (look at a mirror when speaking, support with hands and
fingers.
ROUTE MAP DEL DOCUMENTO 2 “PRACTICE DEMO”

DOCUMENTO 2
 DOCUMENTO 3

ACTIVITY CORRECTION
Group member’s name:
 Adriana Ramos
 Renzo
o Look of the following activity:

 How would you run a lead-in to present the following vocabulary?

I am going to show videos and ask questions about the video, for example, the
barbershop video and then ask them if the students understood the video.

 How would you run the activity?

I would start with an activity based on making sentences, so of this way students
could understand the meaning according with the context, then I am going to make
pair groups and students would practice the pronunciation of each and make a
short conversation using vocabulary.

 How would you correct students if they make a mistake?

It depends on the mistakes; I suppose students could make phonology mistakes, so

I am going to help them with drilling activity. I pronounce the word in a correct
pronunciation and they repeat after me at least 3 times.
DOCUMENT 4

TESTING DEFINITION

 What does PROGRESS TEST mean?

Progress tests are assessment tools to assess the development and

sustainability of cognitive knowledge during a learning process. In addition, a
progress test is a written knowledge test (usually with multiple-choice
questions) that shows mastery of knowledge of students at the end of their
course.

 What does PROFICIENCY TEST mean?

Proficiency test differs of progress test for its wider vision, this test aims to
grade the learning on a general way, which means that it won’t have limits, I
will rate your whole knowledge, since its start to its end.

 What are the 3 CRITERIA of a GOOD TEST?

 Are they useful?
1. A good test will seem fair and appropriate to the students.
2. It will not be too troublesome to mark.
3. It will provide clear results that serve the purpose for which it was set.

The 3 criteria are useful because it helps students to know correctly how they
are doing in the course or if they are improving. In addition, these criteria of a
good test allow students to perform the test better and not have problems
when solving it.

 What’s the OBJECTIVE of a PROGRESS TEST?

The objectives of a progress test are to encourage your students, show them
that they are doing very well and show them what they are capable of doing if
they continue to practice, that is, they show the progress of the student.

 What does “CAN DO” statement mean?

“Can do” refers to a kind of evaluation where students themselves write down
what they think they are capable to do, at the end they will be aware of what
their progress is, and what are aiming for.

 What do you understand by CRITERIA-BASED ASSESSMENT SCHEME?

I think it is list of expected achievements when learning.

DOCUMENT 5

DEMO TESTING
 DOCUMENT 6

ROUTE MAP
Methodology: 5 Course Route map 02 Activity: Simple Present

Group member’s name: Adriana Ramos

Before the activity:

I am going to present how the class is going to be taken and what the
materials are. I am going to use a short video with some sentences in Simple
Present and also I am going to show pictures with some activitites.

Lead-in / Preparation:

I am going to show a short video where people are doing different activities. I
am going to ask “what activities they usually do?”

Setting up the activity:

I am going to explain when we use the Simple Present and the structure in
negative, affirmative and interrogative form using exercises to can understand
the topic. Then, I am going to start with the first activity that will be to identify
what people are doing by showing students some pictures. After that I am
going to create groups of three where they have to ask “What their family do
everyday?”.

Running the activity:

I am going to check if the students are following the activity, if they are lost,
help them or explain the task one more time. When you are listening to the
students, take notes about their grammar using in order to give feedback later.

Closing the activity:

For this, the participation of the students will be requested so that they deliver
their answers as a group and in this way the teacher can make a correction or
congratulation corresponding to each case.

Post-activity:

I gave friendly feedback focused on the deficiencies found after the practical
work. I also did a verbal practice to observe the results of the class, that is, they
listened if we managed to learn the use of the simple present.
DOCUMENT 7
TIMELINES
Members:
- Cantuarias Valdivia, Luis
- Espinoza Cerna, Renzo
- Ramos Huaya, Adriana
Definition: A timeline is a graphical representation that allows you to see and
understand time sequences between events.
The timelines are a visual tool to order and chronologically explain processes or
events that have occurred over a period, for which they are very useful as a
pedagogical resource.
How to create a timeline
We have to follow these steps
1. Select a topic.
2. Select the period to be represented: The period to be studied can be a
specific day, a year, a decade, a century, the important thing is that the
beginning and end of the event to be analyzed clearly appear on the
timeline.
3. Choose the most relevant aspects or facts: The timeline is a resource for
visualizing and synthesizing information. Therefore, it is most useful to
choose only the information that is relevant to the topic.
4. Use a measure of time: In a timeline, the sections that divide each period
must have the same measure. For example, if you are going to make a
representation of the most important events of the year, the timeline can be
divided into months. If it is a historical period, it can be divided into decades
or centuries.
5. The information that gives context to the timeline should be short and
specific: For example, the year and title of the event. If the timeline is
horizontal, milestones or events begin to plot from left to right. If it is a
vertical line, from top to bottom.
Example:
 Our Timeline
We’re going to teach grammar, more exactly the simple future tense.

He’s going to present the portfolio the next week, and he will play soccer with
my friends.

In this timeline, the boy has planned to deliver his portfolio the next week, because this
is an action that he was about to do it; also, he will play soccer with his friends, this is a
spontaneous decision because after he deliver his work, he will play with his friends.

How can we explain this to our students?

First, we’re going to give them an example using going to and will, also we have to
explain how the future tense works; then, we’re going to have to make the timeline,
obviously explaining how to create and how it works, also students have to identify the
sentence’s time, besides we have to explain them, we’ll give them a minute so they can
observe where the words go and finally, we´re going to require volunteers to share
other examples using a timeline.
 DOCUMENT 8

DEFINITIONS PART 1
 Give the definition of the following accronyms:

 EFL
English as a Foreign Language (EFL) is the term used to describe the study of English
by non-native speakers in countries where English is not the dominant language.

 ESL
English as a second language is the teaching of English to people who speak a
different language and who live in a country where English is the main language
spoken

 ESP
English for specific purposes (ESP) is a subset of English as a second or foreign
language. It usually refers to teaching the English language to university students or
people already in employment, with reference to the particular vocabulary and
skills they need. As with any language taught for specific purposes, a given course
of ESP will focus on one occupation or profession, such as Technical English,
Scientific English, English for medical professionals, English for waiters, English for
tourism, etc.[1] Despite the seemingly limited focus, a course of ESP can have a
wide-ranging impact, as is the case with Environmental English.
 DOCUMENT 9

DEFINITIONS PART 2

 WRITE DOWN THE DEFINITION OF THE FOLLOWING ACCRONYMS

 ECPE
The Examination for the Certificate in Proficiency in English (ECPE) is an advanced
level English language qualification that focuses on Level C2 of the CEFR. The ECPE
is taken by school-aged and adult learners living in countries where the common
language is not English. It is used as official documentary evidence of English
language proficiency.

 FCE
The First Certificate Exam, or FCE, is a very popular general English exam for
students who wish to obtain a qualification demonstrating an upper-intermediate
level of English. It is well-recognised and accepted by many universities and
businesses as a reliable English language test. It is targeted at Level B2 of the
Common European Framework of is targeted at Level B2 of the Common European
Framework of Reference (CEFR).

 TOEFL
Test of English as a Foreign Language (TOEFL) is a standardized test to measure the
English language ability of non-native speakers wishing to enroll in English-speaking
universities. The test is accepted by more than 11,000 universities and other
institutions in over 150 countries. TOEFL is one of the two major English-language
tests in the world, the other being the IELTS.
DOCUMENT 10
 ROUTE MAP
Methodology: 5 Course Route Map:01 Activity: Vocabulary

Group member’s names:

 Adriana Ramos, Carla Porras and Cielo Perez

Before the activity:

Teachers have to prepare the class, in addition to knowing the vocabulary to be taught
and of course developing the route map to follow. We also have to develop the class
plan, this is important for the control of all the activities that are going to be carried
out, such as the Show and Tell on this occasion.

Lead-in / Preparation:

As the class will deal with Vocabulary of office objects, we will show related images to
see if our students can recognize them and if they know what they are called in
English, in a way we will introduce the topic.

Setting up the activity:

For the development of the class, a guided explanation of the vocabulary of the office
supplies. We will use pictures related with the vocabulary. We will give those words in
a box and they will have to match with the pictures. In this way, make sure that the
students recognize the vocabulary that they just saw.

Running the activity:

For the practical part, we will ask them to choose an object of their desk and they will
have to describe their object. Students have to say the function of these objects to
their classmates.

Closing the activity:

To close the activity we will also be showing some office objects that can serve to
increase the vocabulary of the class in addition to giving feedback on the correct
names of the objects and correcting some errors in pronunciation that may exist in a
friendly and cheerful way.

Post-activity:
For this, we will be connecting vocabulary with daily activities thus showing the
usefulness of learning vocabulary and again we will reinforce the critical points that
we can find such as pronunciation and recognition of office objects.
DOCUMENT 11
 LIST ABOUT TEENAGER’S ATMOSPHHERE

Members’ names:

 Adriana Ramos
 Cesar Tinco

Why might teenage classes seem demanding on the teacher ?

List some ways in which the atmosphere and work in a class of teenage students
might differ from a class of adults studying similar material.

Teenagers
Teenagers tend to be more expressive and
tend to be more confident to participate.
Teenagers prefer to work in groups or un
pairs because they want to socialize with
their partners and learn from them.
They have limited knowledge of tools,
that is, they only limit themselves to the
basics (word, excel, ppt), which is not bad,
since they are just learning how to
improve in that aspect.
Adults
Adults pay more attention to class, stay
focused, and take notes during class.
Adults try to avoid probably talking too
much because they have different things
in their mind and socializing is not one of
them.
Adults, having much more experience,
whether at work or as a hobby, have
much more knowledge about more tools,
which is good since they have an
uncountable number of resources.
 DOCUMENT 12
CLIL

 In groups create a mind map about pages 327-331 about CLIL.

Members’ names:

 Adriana Ramos
 Cesar Tinco
 DOCUMENT 13

TEACHING LARGE CLASSES

 What are the drawbacks of teaching “large classes”?

-Students have different levels of English so you will see students who know more
than others and then in large classes the students who have more knowledge will
be able to understand the subject better, on the other hand, students who do not
understand the subject much will remain stagnant and I could not reinforce their
level.

- In large classes not all students will be able to participate as there are many
students and class time is usually very little. In addition, the teacher asks for
volunteers and there are cases that students are shy and do not usually participate
voluntarily.

 What are some techniques that you can use when working with large classes
to improve the environment and results?

- One of the techniques that I can use is to encourage my students, since this way
they will be able to learn with more satisfaction and they will be able to have the
confidence to share their ideas in class.

- I would use interactive materials so that students pay attention to my class and so
that it is not boring. Also so that they can better understand the topic of what is
going to be talked about.

- Another technique that I would use would be to group the students when working
on an activity so that the students can help each other and in this way put their
knowledge into practice.
DOCUMENT 14
 LESSON PLAN

Teacher’ Name: Tania Barrón

(Your name (s)): Valeria Lucio, Adriana Ramos and Leslie Brucil Date:
21/06/2021

Course: MET 05 Course (Demo): B02 Activity: __Grammar_______

I STUDENT LEARNING OUTCOMES (SLO)

Students will be able to use and produce properly the Present Continuous tense in
affirmative, negative and interrogative forms.

II LESSON DEVELOPMENT

A: LEAD IN: (Timing: 3 minutes)

Teachers will show a picture about a specific activity with two sentences (one in
Present Simple and one in Present Continuous) and we are going to ask the
students “What’s the difference between the two sentences?”.

B: CONDUCTION OF THE LEARNING PROCESS (Timing: 22 minutes)

 ACTIVITIES INTERACTION

Teacher will start by asking students to read the instructions. Later T-S
will show some pictures and a list of sentences in Present
Individually
Continuous where students are going to match them in four
minutes.

Teacher will ask for a volunteer to read the instructions and ask T-S
“What they understand?”. Then, the teacher will show a fill in the Individually
blanks activity with a demonstration using one sentence and then,
they will have only five minutes to complete the missing answers.

Teacher will tell a student to read the instructions and then make
sure the class understood the activity. Then, the teacher will show S-S
a picture with different people doing activities after that, the
Pair-work
teacher will send a link, so the students can write their own
sentences describing some actions from the picture in eight
minutes.

The final activity will be a game in Word Wall where students will
T-S
fill in the blanks with the correct answer in order to reinforce what
they learned in 5 minutes. Individually
C: MATERIAL

PPT ( x )

Flashcards ( )

Other ones:

PADLET_______https://es.padlet.com/ljbrucilp/Bookmarks_____________
_WORDWALL__________________________________________________
____________________________________________________________
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