ANNEX 1 - WORKSHOP

Teacher’s Name Kevin Andrés Mendoza Morales

Topic
THE COVID-19 PANDEMIC
OBJECTIVE
Ensure that all children on campus have affordable and equitable access and education, make them aware
of the prevention signs and how to contribute to the non-spread of the virus, and its preventive elements
towards this health emergency.

ACTIVITIES

1. Language in use Activity with at least 15 exercises

1. Read circulars or texts in English about what Covid 19 is.

2. Practice personal protection elements in English.
3. Verbal dictations in English with words referring to the pandemic.
4. Conversations or dialogues between colleagues about the health emergency that is currently taking
place.
5. Listen to news programs from abroad to capture the progress of the virus and sharpen your hearing.
6. Make cards with covid prevention signs.
7. Pronounce the signs found in the room in English.
8. Learn phrases from the news about the virus, and communicate them to your partner.
9. The partner will have to perceive the phrase and say it in Spanish.
10. Identify the parts of the human body that can be affected by the virus.
11. Make a sketch of a human body and use files to place them on the human figure.
12. Learn the symptoms in English that the virus causes.
13. Do a group drill in English, as would be done in society to mitigate the virus.
14. Imitate a news presenter and make a video of a news story about the care we must take when
entering the campus.
15. Complete sentences to see the rate of progress of learning about updated covid circulars.
16. Didactic games in signage on training on campus.
2. Listening Activity (one activity that last between 5 to 10 minutes with at
least 5 exercises)

Present a news item chosen by the participant, about good practices to reduce the spread of the
virus, they will carry out the activity of the following points: ear tuning, the public, retention when
listening, management of the audience in conversations, pronunciation and fluency when speaking.

3. Reading activity with at least 15 exercises

With the given topic, COVID 19 pandemic, the activity to be carried out, pronounce or say, a
phrase that contains preventive context towards the virus and carelessness about children when
entering and leaving classes, where they will have to be attentive, read, after that goes to the
blackboard, to write it, where the ability to write is established.

The person who loses the game must say 15 progressive verbs that are in phrases alluding to
personal care with elements of protection.

4. Writing activity with at least 15 exercises

Make a list of 15 words referring to signs of physical distancing, covid prevention, where each
word has an equivalent of one minute, which will be a dictation, of which the winner will be the
one who has the most words well, in the 15 mini, each word has a minute to write it.

5. Speaking activity

As an activity, an imitation of a news character about those infected with the virus and what
medications should be taken to counteract it will be carried out, clothing with preventive health
elements, and pronunciation and fluency when speaking will be graded. Dialogues on paper will
not be allowed, only verbal dialogues. If they are in pairs, they will be dialogues in which they will
maintain a conversation demonstrating their control of the language and accurate information
about the pandemic.
 References

Cruz, D. (2020). OVI Authentic vs Non-Authentic Materials unit

1. [Video File]. https://repository.unad.edu.co/handle/10596/33645

Mukundan, J., Zarifi, A., & Rezvani Kalajahi, S. (2016). Developing

Reading Materials for Esl Learners. In M. Azarnoosh, M. Zeraatpishe, A.
Faravani & H. Kargozari, Issues in Materials Development (4th ed., pp.
65-73). Rotterdam. https://bibliotecavirtual.unad.edu.co/login?
url=http://search.ebscohost.com/login.aspx?
direct=true&db=nlebk&AN=1204864&lang=es&site=eds-
live&scope=site&ebv=EB&ppid=pp_65

Mukundan, J., Zarifi, A., & Rezvani Kalajahi, S. (2016). Material for
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Kargozari, Issues in Materials Development (4th ed., pp. 93-108).
Rotterdam.
https://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost
.com/login.aspx?
direct=true&db=nlebk&AN=1204864&lang=es&site=eds-
live&scope=site&ebv=EB&ppid=pp_93

Mukundan, J., Zarifi, A., & Rezvani Kalajahi, S. (2016). Some

Guidelines For Developing Listening Materials. In M. Azarnoosh, M.
Zeraatpishe, A. Faravani & H. Kargozari, Issues in Materials
Development (4th ed., pp. 75-81). Rotterdam.
https://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost
.com/login.aspx?
direct=true&db=nlebk&AN=1204864&lang=es&site=eds-
live&scope=site&ebv=EB&ppid=pp_75

Salas, M. (2004). English Teachers as materials developers. Revista

Electrónica “Actualidades Investigativas en Educación.” Redalyc.org.
https://www.redalyc.org/pdf/447/44740214.pdf