Development of oral & written skills

  INTRODUCTION In this activity, my classmate and I adapted a traditional beginner-level English unit into a Task-Based Learning (TBL) lesson plan. The original textbook activities included listening exercises, vocabulary practice, grammar tasks, and short reading activities designed for A1 learners. The purpose of the assignment was to redesign traditional exercises into meaningful communicative tasks that encouraged interaction and real-life language use.   EVIDENCE The following evidence includes the Task-Based Learning lesson plan created from the adaptation of a beginner English unit. The lesson plan demonstrates the use of communicative strategies, collaborative tasks, and student-centered learning principles.  ENGLISH LESSON PLAN: INTRODUCING YOURSELF Teacher: Christian Yareli Rodriguez Machorro Subject: English as a Foreign Language Level: Beginner (A1) Duration: 50 minutes Approach: Task-Based Learning (TBL) LEARNING OBJECTIVES • Linguistic Objective: Student...

  INTRODUCTION In this activity, I worked collaboratively to design and apply a Task-Based Learning (TBL) lesson plan for beginner English learners. The purpose of the lesson was to promote communicative interaction through meaningful tasks related to food preferences and group decision-making. This experience allowed me to apply theoretical concepts from communicative language teaching in a real classroom context and reflect on the challenges and benefits of teaching beginner students through interaction-based activities.   EVIDENCE The following evidence includes the lesson plan, classroom materials,  used during the implementation of the activity. These materials demonstrate the use of Task-Based Learning strategies, communicative interaction, and student participation in a beginner English classroom.   https://docs.google.com/document/d/1XkDxFa08AM_RvCTrMaRo8hZHhnIwGOZ-/edit?usp=sharing&ouid=115686917398641796300&rtpof=true&sd=true OBSERVATION D...

  INTRODUCTION In this activity, I learned how to write an academic abstract for my Action Research Project. The purpose of the assignment was to summarize the main elements of the research, including the problem, purpose, methodology, intervention, and results in a concise and organized way. During the process, I received feedback about the structure and academic requirements of an abstract, which helped me improve my academic writing skills and research organization.   EVIDENCE The following evidence includes the first version of my abstract, the instructor’s feedback, and the revised version developed after analyzing the required elements of an academic abstract. Abstract link:  https://docs.google.com/document/d/10g4wTH5yzCeMVX3jLYOpNcJfxPOhunvH/edit?usp=sharing&ouid=115686917398641796300&rtpof=true&sd=true   Feedback FEEDBACK The instructor highlighted several strengths in the abstract, including the clear title, the alignment between the probl...

  INTRODUCTION In this activity, I developed the theoretical framework for my Action Research Project focused on improving beginner students’ speaking confidence through communicative activities. The purpose of this assignment was to analyze relevant theories, research studies, and teaching approaches that support the use of communicative strategies in English language learning. This activity helped me understand the importance of connecting theory, research, and classroom practice in language teaching.   EVIDENCE The following document contains the complete theoretical framework and literature review developed for my Action Research Project. This document includes key theories, communicative approaches, affective factors, and academic references related to speaking confidence and communicative language teaching. link:  https://docs.google.com/document/d/1FUSlSor4N11EAbpcyDKZXHea9vKrIMN9/edit?usp=sharing&ouid=115686917398641796300&rtpof=true&sd=true  ...

  INTRODUCTION In this activity, I developed an Action Research Plan focused on improving beginner students’ speaking confidence and participation through communicative activities. The purpose of this project was to identify a real classroom problem and design strategies that promote interaction, confidence, and communicative competence in English learners. This activity helped me reflect on the importance of balancing grammar instruction with meaningful speaking practice in language teaching.   EVIDENCE The following evidence includes screenshots and documents from my Action Research Plan, where I identified a classroom problem, designed communicative strategies, and proposed methods to evaluate students’ speaking development. Click here:    https://drive.google.com/file/d/1zk8DVtHrFbkqv9r2Ww7fxQhA7PZXq0ET/view?usp=sharing https://drive.google.com/file/d/1aLYQQjHWxtUp-Tq9aK_AGQ1nYWp1X64x/view?usp=sharing   FEEDBACK The instructor highlighted several stren...

  INTRODUCTION In this activity, I recorded a reflective speech about the course SanaMente LibreMente , focusing on mental health, peace culture, addiction prevention, and the role of teachers in supporting students’ well-being. The purpose of this activity was to develop communicative skills while reflecting on important social and educational issues. During the presentation, I practiced fluency, pronunciation, confidence, and professional communication in English. The activity also included automatic feedback that helped me identify strengths in my oral performance.   EVIDENCE The following video and screenshots show my reflective speech and the feedback provided after completing the activity.   OBSERVATION During this activity, I observed that discussing sensitive topics such as mental health and addiction prevention requires empathy, professional language, and clear communication. Preparing and practicing the speech helped me improve my confidence, pronunciation...

INTRODUCTION In this activity, my classmates and I participated in a communicative speaking task where we shared personal experiences about how we learned English. After discussing our experiences in class, we recorded an audio describing the learning experiences of our classmates. The activity was spontaneous and focused on natural communication, listening, and speaking skills. We had limited preparation time, which encouraged us to communicate more fluently and naturally in English. EVIDENCE The following video contains the audio recording created during the activity, where I described the English learning experiences shared by my classmates. OBSERVATION During this activity, I observed that spontaneous communication can be challenging because it requires quick thinking, listening comprehension, and confidence while speaking. Since we had little preparation time, it was necessary to organize ideas rapidly and communicate naturally. I also noticed that listening to my classmates’ ...

  INTRODUCTION In this activity, I recorded an individual video presentation focused on developing communicative skills in English. Before recording, I practiced pronunciation, fluency, rhythm, and confidence to improve my oral performance. The activity also included automatic feedback provided by the platform, which helped me identify strengths and areas for improvement in my speaking skills. This experience allowed me to practice effective communication and become more aware of my pronunciation and speaking style.   EVIDENCE The following images show part of my video presentation and the automatic feedback provided after completing the activity.   REFLECTION This activity helped me develop important communicative skills such as fluency, pronunciation, rhythm, and confidence when speaking in English. I learned that practicing several times before recording can improve oral performance and reduce nervousness. The automatic feedback was very useful because it allowed...

  INTRODUCTION In this activity, I completed an oral reading task about the Task-Based Approach using a digital platform. The activity consisted of reading a text aloud while the system recorded my voice and evaluated my pronunciation, fluency, speed, and accuracy. We had a limited amount of time to complete the reading, so it was necessary to maintain a good reading pace and clear pronunciation. This activity helped me practice important speaking skills and receive immediate feedback through technology.   EVIDENCE The following images show part of the reading activity and the automatic feedback provided by the platform after completing the task.     OBSERVATION During this activity, I observed that reading aloud in English requires concentration, pronunciation control, breathing, fluency, and appropriate speed. One of the biggest challenges was maintaining a balance between reading quickly and pronouncing words clearly because the activity had a time limit. I ...

  INTRODUCTION In this activity, my team and I worked together to prepare our first academic presentation about Task-Based Learning (TBL). The purpose of this assignment was to develop communication, collaboration, and presentation skills through teamwork. During the preparation process, we organized ideas, divided responsibilities, designed slides, and practiced our presentation to improve our confidence and speaking performance.   EVIDENCE The following images show some slides from our presentation and part of the reflection process developed during the preparation of the activity.  Link for the complete presentation: https://www.canva.com/design/DAG_tqsT6xs/pOTjUFB-Q0_pfHz0O9in-A/edit?utm_content=DAG_tqsT6xs&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton Reflection of my presentation  OBSERVATION During the preparation of this presentation, I observed that teamwork requires communication, organization, and responsibility. Each t...

  INTRODUCTION In this activity, my team and I gave an oral presentation about Task-Based Learning (TBL). The objective of the presentation was to explain the characteristics, advantages, and challenges of this communicative approach. My participation focused on explaining the advantages, challenges, and conclusion of the topic. This activity helped me practice my speaking skills, pronunciation, fluency, and confidence when speaking English in front of a group.    EVIDENCE The following images show some parts of our presentation slides, sections of my speaking transcript, and the feedback received from the teacher after the presentation.                                             OBSERVATION During this presentation, I noticed that speaking in front of the class required organization of ideas, concentration, and confidence. I was able to explain the topic c...

 Introduccion This collaborative activity focused on communicative competence and its implications for teaching practice. The purpose of the assignment was to reflect on the importance of linguistic, sociolinguistic, discourse, and strategic competence in English language teaching. My team and I worked together to write an academic reflection paper based on the concepts discussed in class. Although we tried to explain the topic, we faced several difficulties related to organization, grammar, spelling, and academic writing. Evidence For this activity, we created a collaborative academic reflection paper. After submitting the assignment, the teacher provided detailed feedback and evaluation through a rubric. The feedback helped us identify important weaknesses in our writing process, including sentence structure, coherence, grammar, vocabulary, and organization. Materials Included Collaborative reflection paper Teacher’s rubric and evaluation Written feedback and recommendations for ...