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Nestor Orlando Cruz: https://www.canva.com/design/DAGlMfms0zE/cEb5nxlFgz00_sd4LP8a9w/edit?utm_content=DAGlMfms0zE&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Daniela Alexandra Peña Mateus: https://www.canva.com/design/DAGkqnVFFKs/RFFG2jKXolHHWhYQtv3-rw/edit?utm_content=DAGkqnVFFKs&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Yulieth Katherine Sanchez Velasco:

Andres Felipe Cifuentes Beltran: https://www.canva.com/design/DAGlMYw2OUc/v3aDGEKaOnM6Hbe1ONj6Rg/edit?utm_content=DAGlMYw2OUc&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

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Main activities

1.pre-listen (15 minutes)

Read articles about "going to" and "will"

1.                   The teacher shows the slides he has prepared for this class (remember a little the topic, the objective of the class, some texts he has for the students' activities.

●     He gives them feedback on the topic 1.             they are going to see ("going to and "will")

●       The students manage to read some articles that the professor had prepared

●     The teacher answers the concerns that the students have

2.Reading Duration(20 minutes)

Main task: podcast prediction and note-taking

Podcast video (3-4 minutes) where a person manages to ask a class of questions with the topic seen and with readings where students answer on a sheet, then the sheets are rotated and graded with the same video, depending on how many answers they have an additional note

●                Students have a short read with limited time where they can understand what they read

●               According to how the students did that reading, the note is joined with the note in the video and a final grade is taken

Practice or Assessment

The teacher reads a short story (about someone’s weekend) twice.

- Students take notes and reconstruct the text in pairs.

- Focus is on the correct use of "going to" and "will" and comprehension.

- Volunteers read their version aloud.

Assessment Focus:

- Grammar use

- Vocabulary recall

- Listening comprehension.

Closure

Riddle (recap game)

-The teacher reads them an article and asks them a class of questions -The students must understand what the teacher tells them and they must answer, depending on what the text said

Homework/Follow-up Activity

●     Students are able to read and understand a story from their family about their plans on vacation

●     Optionally, record it and share it in the next class

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Main activities: 35 minutes

1. Pre-Listening (10 minutes):

Vocabulary Preparation & Contextual Setup

The teacher shows a slideshow with images (e.g., airplane, books, shopping bags).

Students guess the action and match it to future plans (e.g., “She is going to travel”).

Teacher pre-teaches key expressions: “I’m going to…”, “I think I’ll…”, “He will probably…”

2. During Listening (15 minutes):

Main Task: Podcast Prediction & Note-taking

Audio: Short podcast episode (2–3 minutes) where 3 people talk about their weekend plans.

First listening: Students predict who says what (e.g., "Who is going to travel?" "Who will study?").

Second listening: Students fill in a chart with speaker, plan, time expression, and grammar used ("will" or "going to").

3. Post-Listening (10 minutes):

Interactive Pair Work

In pairs, students take turns sharing their own weekend plans using both “going to” and “will.”

They write 3 sentences each and say them aloud.

Class feedback: A few students share with the class what their partner is going to do or will do.

Practice or Assessment: 10 minutes

Dictogloss – Future Plans

- The teacher reads a short story (about someone’s weekend) twice.

- Students take notes and reconstruct the text in pairs.

- Focus is on the correct use of "going to" and "will" and comprehension.

- Volunteers read their version aloud.

Assessment Focus:

- Grammar use

- Vocabulary recall

- Listening comprehension.

Closure: 5 minutes

Quick Recap Game: “True or False – Future Edition”

- Teacher says 3 statements using “will” and “going to” (e.g., “I will win the lottery.” “I’m going to eat pizza tonight.”)

- Students guess whether it’s a plan or a prediction/spontaneous decision.

- Review grammar rules briefly and ask students what they learned today.

Homework/Follow-up Activity
Listening Journal Assignment:

- Students interview a family member or friend about their plans for the weekend.

- They write down 3 sentences using “going to” or “will” based on what the person said.

- Optionally, record it and share it in the next class.

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Warm-up activity:

"My Plans and Predictions"

Instructions:

1. Brief Introduction:

- Begin by asking students about their plans for the weekend.

- Write some answers on the board using “going to”. Example: “I am going to visit my friend.”

2. Writing:

- Ask each student to write two sentences about their plans using "going to" and two sentences about what they think will happen in the future using "will".

- Examples:

- Going to: “I am going to watch a movie.”

- Will: “I think it will be a great movie.”

3. Sharing:

- Invite some students to share their sentences with the class.

Closing:

Briefly explain that today they will learn more about how to use these structures to talk about the future.

Main activities

Classroom Activities on “Going to” and “Will

Objective

Students will learn how to use “going to” and “will” to talk about the future, focusing on writing.

Introduction:

1. Initial review:

- Students are asked if they have plans for the weekend and record some answers on the board.

- Briefly explain the differences:

- Going to is used for already decided plans.

- Will is used for spontaneous decisions or predictions.

2. Examples on the board:

- Clear examples are shown:

- “Going to”:

- “I'm going to visit my grandparents.”

- “Going to start a new job”.

- “Will”:

- “I'll call you later”.

- “They'll probably win the game”.

Writing activities:

3. Activity 1: Brainstorming

- Form small groups (3-4 students).

- They are asked to discuss and write at least three activities they have planned for the next week using “going to”.

- Example: “We are going on a field trip”.

4. Activity 2: Individual writing:

- Each student should write a short paragraph combining their plans with “going to” and their predictions with “will”.

- Provide an outline:

1. Two sentences about plans (going to).

Three sentences about predictions (will). 3.

- Example paragraph:

Next week I am going to visit my friend in town. We are going to eat at a new restaurant. I think it will be fun. I think we will have a great time together. Also, I think it will be sunny next week.

5. Activity 3: Peer review:

- Arrange for pairs to exchange their paragraphs.

- They are asked to read and comment on the correct use of the structures.

Closing and reflection:

6. Sharing with the class:

- Invite some students to read their paragraphs.

- Encourage others to ask questions or make comments.

7. Final reflection:

- Conduct a brief discussion on what you have learned.

- Suggested questions:

- What is the difference between “going to” and “will”?

- When would you use each of them?

8. Bonus activity:

- Conduct a quick game called “What would you do?” in which students must respond using “I will do” or “I am going to do”.

- Example:

- Teacher: “What would you do if it rained tomorrow?”.

- Student: “I will stay home and watch movies.”

Practice or Assessment

“My Future in 5 Sentences”.

Instructions:

Students will write a short paragraph describing their future using both “going to” and “will”. Each student should include five sentences in their text:

1. 2 sentences using “going to” to describe concrete plans.

2. 2 sentences using “will” to express decisions, promises, or predictions.

3. 1 sentence combining both structures in a creative way.

Example:

“This summer, I'm going to travel to the beach with my friends. I'm also going to learn how to surf. Also, I promise that I will do my best to enjoy myself as much as possible. I think this trip will be unforgettable.”

Presentation:

At the end, some students will share their paragraphs with the class, which will give them an opportunity to practice their speaking skills.

Assessment Criteria:

- Correct use of “going to” and “will”.

- Creativity in writing.

- Clarity and coherence in sentences.

Closure

Lesson Summary:

Today we explored how to use “going to” and “will” to talk about the future. These structures help us express plans, decisions, and predictions clearly and effectively.

Key Points:

“Going to": used for plans or intentions that have already been decided.

- Example: “I'm going to visit my grandparents this weekend.”

2. “Will”: Used for spontaneous decisions, promises or predictions.

- Example: “I think I will win the contest.”

3. Practical Exercise: Students wrote a paragraph about their future, using both structures.

Learning Assessment:

To confirm that everyone has met the learning outcomes, we will consider the following:

- Active Participation: Did everyone participate in the writing and presentation activity?

- Correct Use of Structures: Did they use “going to” and “will” appropriately in their sentences?

- Clarity and Creativity: Were they clear and creative in expressing their ideas?

If everyone was able to correctly apply what they learned, we have achieved our learning objectives!

Homework/Follow-up Activity
Homework:

- Ask students to write a journal entry about their future plans using both structures.

- Sample instructions:

Write a diary for the next week using at least five sentences with 'going to' and five with 'will'.

Example:

Monday: I am going to go shopping. I think there will be a lot of people.

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Warm-up activity:

“Future Sound Chain” – Pronunciation Focus

Students stand in a circle. One student starts by saying a future plan using a contraction, e.g., “I’m gonna visit my aunt.” The next repeats and adds their own sentence.

Focus: stress patterns in contractions (“I’m gonna,” “He’ll,” “We’ll”).

Main activities

Pre-Stage (10 min):
Pronunciation Drills + Sentence Building

●     The teacher introduces target contractions and practices them with choral repetition:
“I’m going to” → /ˈaɪm ˈgənə/
“He’ll…” → /hɪl/

●     Students match sentence halves (e.g., "She’s going to..." + "travel to Bogotá").

During Stage (15 min):
Role-play Cards

●     In pairs, students receive cards with a character and a weekend plan (e.g., "You are Anna. You will study for your test on Saturday").

●     They practice the sentences aloud with correct pronunciation and intonation.

●     Teacher monitors for fluency and pronunciation.

Post-Stage (10 min):
Mini Presentations
Each student presents 2 future plans using both “will” and “going to” while focusing on accurate pronunciation and stress.

Practice or Assessment

Peer Evaluation Speaking Grid

●     In pairs, students listen to each other’s sentences and use a simple checklist to rate:
✔ correct use of grammar
✔ pronunciation of contractions
✔ fluency

●     Teacher does a quick oral check with volunteers.

Assessment Focus for Speaking & Pronunciation (A2 – Future Plans)

1.     Accurate use of “will” and “going to”

○     Are students choosing the correct structure depending on the context (plans vs. spontaneous decisions)?

○     Are they forming grammatically correct sentences?

2.    Pronunciation accuracy

○     Are students clearly pronouncing key sounds (e.g., /wɪl/, /gəʊɪŋ tə/ → /gənə/)?

○     Are they applying proper word stress and intonation?

3.    Vocabulary recall

○     Are students using appropriate verbs and time expressions (e.g., “travel,” “study,” “next weekend,” etc.)?

4.     Fluency and coherence

○     Are they speaking in complete ideas without too much hesitation?

○     Are their responses logically connected?

5.     Interaction (if in pair or group work)

○     Are students actively listening and responding appropriately to their peers?

Closure (10 minutes)

Goal: Summarize the lesson, review key learning points, check for understanding, and help students reflect on their speaking and pronunciation.

1. Group Reflection (3–4 mins)

Ask 2–3 guiding questions to the whole class:

●     “What’s one thing you learned about using will and going to today?”

●     “Which word or phrase was difficult to pronounce?”

●     “When do we use will? And when do we use going to?”

The teacher writes quick answers on the board to reinforce grammar and pronunciation points (e.g., /wɪl/ vs. /ˈɡoʊɪŋ tə/).

2. Learning Outcome Check (3 mins)

Give each student a small slip of paper or let them use their notebook.

They complete the sentence:

“Today, I practiced speaking about my future plans. I said: _____________________.”

Optional: Have 2–3 students share their sentences aloud to the class.

3. Mini Pronunciation Quiz/Game (3 mins)

Play a quick “Correct the Pronunciation” game:

●     Say 3–4 sentences out loud (some with mispronunciations, e.g., “I will goes to the mall” or mispronounced /ˈɡoʊɪŋ tə/).

●     Students raise their hand if they hear a mistake and try to correct it.

This helps reinforce accurate grammar and pronunciation awareness.

Homework/Follow-up Activity
Future Plans Recording Task

●     Students record themselves saying 3 sentences about their future plans.

●     They bring the recording to the next class or upload to a shared folder.
Optional extension: Pronunciation self-reflection: Which word was hardest to pronounce?

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Topic: Grammar

General Objective: To improve understanding and use of grammar to form correct sentences.

Specific objectives:

1. identify the parts of speech. (subject, verb, complement).

2. Understand and use verb tenses. (Present, past, future).

3. To practice the form of questions and negations.

Activity structure:

Introduction: With this activity, students are expected to identify errors in their grammar, making use of Grammarly, which will help them develop stronger skills.

instructions:

1. Students are asked to make a short text, which should contain the basic topics of grammar.

2. Then each student puts their text into the Grammarly application in order to identify the errors made, they are intruded to take note of each error.

3. Next, the students are asked to correct the errors that Grammarly pointed out in their text.

4. After making the corrections, students are asked to write a final version of their text, taking into account Grammarly's suggestions.

Practice:

Exercise 1: Students should write a short text on a topic of their choice. They should then use Grammarly to identify and correct grammatical errors, paying attention to: subject-verb agreement; correct use of verb tenses; use of articles and prepositions.

Exercise 2: Students should create three sentences for each of the following verb tenses: simple present, simple past and simple future. They will then use Grammarly to check the grammar and structure of the sentences.

·       Present simple: “I play soccer”.

·       Past simple: “I plsyed soccer”.

·       Future simple: “I will play soccer”.

Exercise 3: Students are given sentences with grammatical errors or poorly structured sentences. They should recognize the errors and use Grammarly to help identify the errors.

example: - incorrect: She go to the store yesterday

- correct: She went to the store yesterday

Feedback: Students will receive automatic feedback from Grammarly, there will be peer-to-peer work exchanges to receive constructive feedback from peers and their teacher.

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This repository contains a compilation of resources, activities and reflections on the different phases addressed in the subject of Didactics of English. Throughout the course, various methodologies and approaches that facilitate the teaching and learning of English in both formal and informal contexts have been explored.

The phases seen in this course have been quite enriching and have allowed me to learn deeply about the different aspects involved in teaching English. Each methodology discussed has brought a new perspective on how to facilitate learning, making my teaching approach more varied and adapted to the needs of my students. The opportunity to design activities and reflect on them has been key to developing my skills as a future educator. I am convinced that what I have learned here will not only benefit my teaching practice, but will also have a positive impact on my students' learning.

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This repository contains a compilation of resources, activities and reflections on the different phases addressed in the subject of Didactics of English. Throughout the course, various methodologies and approaches that facilitate the teaching and learning of English in both formal and informal contexts have been explored.

The phases seen in this course have been quite enriching and have allowed me to learn deeply about the different aspects involved in teaching English. Each methodology discussed has brought a new perspective on how to facilitate learning, making my teaching approach more varied and adapted to the needs of my students. The opportunity to design activities and reflect on them has been key to developing my skills as a future educator. I am convinced that what I have learned here will not only benefit my teaching practice, but will also have a positive impact on my students' learning.

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Learning Objectives and learning outcomes:

a. What is a learning objective, and why is it important in teaching?

·       A learning objective is a sentence that tells us what we are expected to learn at the end of a class or topic. For example, it might be “I am going to learn how to use the simple past to tell what I did over the weekend.”

These objectives are important because they give a clear directionto both us and the teachers. They help us know what we need to accomplish and allow teachers to evaluate our progress. In addition, having specific goals can motivate us more, since we know exactly what we need to achieve.

They also help teachers choose the best ways to teach and adapt their methods if we see that some classmates are struggling. Finally, these objectives facilitate communication between everyone: students, teachers and parents, about what is being learned.

In short, learning objectives are key to guide us and measure our success in the educational process.

b. What are the characteristics of a well-written learning objective?

·       A good learning objective has several characteristics that make it clear and useful. First, it must be specific, i.e., it must say exactly what we are expected to learn. Avoiding vague language is key so that we all understand what needs to be accomplished.

It is also important that the objective be measurable, meaning that there must be a way to know if we actually achieve it. This can be through testing, projects, or simply observing what we do. In addition, it must be achievable, meaning realistic and possible within the time and resources we have.

Another important aspect is that the goal must be relevant. This means that it has to be related to the overall educational goals and be meaningful to us as learners, connecting to our interests or needs. In addition, it is useful to establish a time frame in which the goal is expected to be achieved, as this gives us a clear idea of when we should achieve it.

Objectives should also be action oriented, starting with a clear verb such as “identify”, “analyze”, ‘create’ or “evaluate”. This tells us exactly what we are expected to do. Finally, it is essential that the wording is clear and easy for everyone to understand, avoiding complicated words or unnecessary jargon.

In summary, a well-written learning objective is specific, measurable, achievable, relevant, time-bound, action-oriented and clear. These characteristics are key to ensuring that learning is effective.

c. Describe the difference between a learning objective and a learning outcome. Provide an example of each.

·       Difference:

- Learning Objective:

It is what the teacher wants students to learn or achieve at the end of a class or course. It is more general and is used to plan what is to be taught.

- Learning Outcome:

It is what students have actually learned and can demonstrate after completing the class. It is more specific and can be assessed.

Example:

- Learning Objective:

"Students will understand the basic concepts of photography."

- Learning Outcome:

"Students will be able to take well-exposed photos using different camera settings."

So, in summary, the objective is what is intended to be taught, while the outcome is what students actually get to learn.

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Lesson Planning:

a. What is the purpose of lesson planning?

1. Organize what is to be taught: Be clear about the content.

2. Define what you want to achieve: Know what students should learn.

3. Adapt to the students: Adjust activities according to how each student learns.

4. Evaluate what has been learned: Create ways to measure student progress.

5. Make the most of time: Ensure that everything is covered in the time available.

6. Keep learners engaged: Include activities that capture their attention.

In short, planning helps make learning more effective and orderly.

b. Describe the components of a well-structured lesson plan.

1. Class Title: A clear name that reflects the topic to be taught.

2. Learning Objectives: Specific statements about what students are expected to learn by the end of the class.

3. Materials and Resources: A list of everything that will be needed, such as books, audiovisual materials, tools or technology.

4. Introductory Activities: Strategies to capture students' attention and activate their prior knowledge about the topic.

Classroom Development: Details of the activities and methods that will be used to teach the content. This includes explanations, discussions and practical exercises.

6. Evaluation: Methods to measure learning, such as exams, papers, presentations or practical activities.

7. Closing: Activities to summarize and consolidate what has been learned, as well as to answer questions and reflect on the content.

8. Adaptations: Strategies to address the different needs and learning styles of students.

9. Estimated Time: An approximate timetable for each activity within the class.

10. Bibliographical References: Sources consulted to support the content of the plan.

c. How does lesson planning help teachers in delivering effective instruction?

·       Lesson planning is super important for teachers to be able to teach effectively. First of all, it helps to clearly define what students are expected to learn, so teachers can focus on those objectives. It also gives them a structure and organization that allows them to make better use of class time.

In addition, when teachers plan, they can adapt their lessons to the different needs of their students, ensuring that everyone has the opportunity to learn. Planning also includes clear ways to assess student progress, making it easier to adjust teaching if necessary.

Another key aspect is that it allows you to anticipate problems or questions that may arise during class, helping teachers to be prepared. Also, by including interactive activities, it encourages active student participation, which is essential for meaningful learning.

Finally, having a good plan gives the teacher confidence about what they are going to teach and how to manage the classroom. It also allows them to reflect on their practice and continuously improve. In summary, good planning is essential to achieve student-centered and effective teaching.

d. How can you ensure that your lesson activities are logically sequenced and connected to the learning objective?

·       To ensure that the lesson activities are well organized and aligned with the learning objectives, there are some important steps to follow. First, it is essential to be clear about the objectives of what we want students to learn, making sure they are specific and measurable.

Next, it is necessary to structure the lesson so that the activities flow naturally. Starting with an introduction that captures interest is key. It is also important that each activity is related to the learning objective; for example, if we want to improve reading comprehension, we should include activities such as guided reading.

In addition, it is helpful to offer a variety of activities-individual, group, and hands-on-to maintain interest and cater to different learning styles. Including assessment times during the lesson will help us check whether students are comprehending before moving on to the next activities.

Finally, after each lesson, it's good to reflect on how it all worked and make adjustments based on student feedback. By following these steps, we can achieve a logical sequencing of activities and facilitate meaningful learning.

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Communicative Approach:

a. What is the main goal of the communicative approach in language teaching?

·       The main objective of the communicative approach to language teaching is to help students communicate effectively in real-life situations. This approach focuses on interaction and practical use of the language, prioritizing comprehension and production of messages rather than just memorizing grammatical rules.

Rather than focusing solely on grammar, students are encouraged to participate in activities that simulate everyday situations, allowing them to practice the language in a context that makes sense to them. The idea is that students are able to express their ideas, ask questions and participate in conversations, which gives them confidence and skill in using the language.

In addition, this approach promotes the development of all language skills (listening, speaking, reading and writing) and also takes into account cultural aspects important for communicating effectively. In short, the communicative approach seeks to prepare students to use the language in a practical and useful way in their daily lives.

b. How does the communicative approach differ from traditional language teaching methods?

·       The communicative approach to language teaching differs from traditional methods in several key ways. First, it focuses on effective communication, whereas traditional methods prioritize grammar and memorization. In addition, it uses dynamic activities such as role-plays and discussions, in contrast to the rigid approach of traditional methods.

It also integrates language skills (reading, writing, listening and speaking) in real contexts, making learning more relevant. The student's role is active in the communicative approach, promoting participation and collaboration, unlike the traditional model where the teacher is the center of the classroom.

Finally, assessments in the communicative approach are more holistic and consider communication skills, unlike the grammar-focused written tests of traditional methods. In short, the communicative approach focuses more on actual language practice and developing effective communication skills.

c. Identify three key characteristics of activities that align with the communicative approach.

·       1. Real Interaction: Activities invite students to talk and work together, mimicking situations they might encounter in real life. This may include debates, role-playing or group projects, where everyone has to communicate to achieve a common goal.

2. Practical Language Use: Tasks are designed for students to use the language in situations that are relevant and useful to them. They relate to everyday topics or personal interests, helping students understand why it is important to learn the language.

3. Practice of Different Skills: The activities allow students to practice several skills at the same time, such as listening, speaking, reading, and writing. For example, they can read a text, discuss it and then write a summary, which helps them learn in a more complete and connected way.

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Step 2: Individually analyze the following learning situations and for each one create the learning objective and the learning outcomes and post them in the forum for feedback and give feedback to your classmates’. Bear in mind that Learning objectives should be specific, measurable, achievable, relevant, and time-bound (SMART) while learning outcomes should clearly state what students will be able to do by the end of the lesson.

Situation 1: Vocabulary Acquisition

• Scenario: Students need to learn new vocabulary related to food and beverages.

·       Learning Objectives:

1. Learn 20 new words related to food and drink, including fruits (apple, banana, orange), vegetables (lettuce, carrot, tomato) and typical dishes (pizza, pasta, salad).

2. Complete an exercise at the end of the class where students identify and correctly spell at least 15 of the 20 words learned.

3. Improve communication skills in everyday situations, such as shopping or ordering in a restaurant, within a 60-minute lesson.

·       Learning Outcomes:

1. Recognize and correctly pronounce at least 20 food and drink words.

2. Use at least 10 of these words in complete sentences to describe favorite foods.

3. Participate in a brief dialogue about food preferences using the new vocabulary.

Situation 2: Grammar Practice

• Scenario: Students are practicing the past simple tense to talk about past events.

·       Learning Objectives:

1. Verb Conjugation: Students will learn to conjugate at least 20 verbs in the simple past tense, including examples of regular verbs such as "play" and "visit", as well as irregular verbs such as "go" and "see".

2. Practical Exercises: At the end of the class, students must complete an exercise in which they correctly use at least 8 of the 10 verbs in complete sentences.

3. Interactive Dialogue: Students will have the opportunity to engage in a brief conversation with a partner about their past experiences using the past simple.

·       Learning Outcomes:

1. Correct Use of the Simple Past: Students will be able to create sentences in the simple past, correctly applying regular and irregular verbs.

2. Confidence in Speaking: Students will develop confidence in telling stories about their past experiences, such as “I traveled to Spain last summer.”

3. Progress Assessment: At the end of the lesson, students will be able to assess their progress by completing exercises and participating in dialogues, which will allow them to put what they have learned into practice in everyday situations.

Situation 3: Speaking Skills

• Scenario: Students will participate in a role-play activity to practice ordering food in a restaurant.

·       Learning Objectives:

In this English lesson, students will participate in a role-play to practice ordering food in a restaurant. They will learn key phrases such as "Can I have the menu, please?" and "I would like to order the pasta." By the end of the lesson, they will be required to use at least 10 of these phrases during the role-play. The lesson will last 60 minutes and will help improve their communication skills in everyday situations.

·       Learning Outcomes:

By the end of the lesson, students will be able to use at least 10 correct phrases to order food in a restaurant. They will be able to carry on a full conversation with a partner about their order and respond appropriately to common waiter questions, such as "What would you like to drink?" This will give them confidence when interacting in English in a real environment.