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After, the teacher introduced us to unit 1 of the booklet, and we understood about the Panamanian Education System and the Fields and Levels of Language Teaching (Pages 6-13). We had to develop some comparative tables (definition and teaching style) on this topic, then explain in our own words what CEFR means and the main difference between all levels. These were to be demonstrated through a PowerPoint with audio explaining each part of the activities.

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I learned about the different levels of education whereby they have different ways of teaching and purpose, as well as learning what each abbreviation means for each type of teaching language and what each one involves, also learning about the differences between students such as generation, motivation and even personality.

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What problems did I face when developing the activity/task?

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What problems did I face when developing the activity/task?

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I don't think it is a problem, but it was difficult to synthesize the information found, as each abbreviation and level of education brings many good examples to share in the video, however, it helped to illustrate the topic for me.

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How did I overcome the problems I face when developing the activity/task developed?

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How did I overcome the problems I face when developing the activity/task developed?

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What I was able to do because of this difficulty was to read all the information and take in little by little what I found as well as the teacher's guide, which helped, illustrated each level of education and abbreviation, according to her definitions.

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After reading from page 14 to page 25. We should make a presentation explaining in depth with ideas, researching images, graphs or examples to complement the topics found in the guide. Finally, record a video, speaking slowly and clearly and using an appropriate tone of voice.

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I learned that listening is a key skill in language teaching, especially if we want to construct meaning. Teachers adapt materials to the level of their students in order to make the content more comprehensible. In addition, it is essential to use strategies that support effective listening comprehension, such as asking questions by using visual aids and good feedback.

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What problems did I face when developing the activity/task?

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What problems did I face when developing the activity/task?

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I had pronunciation problems in some parts while explaining my presentation, and I sometimes make spelling mistakes, such as using capital letters at the beginning of sentences.

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How did I overcome the problems I face when developing the activity/task developed?

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How did I overcome the problems I face when developing the activity/task developed?

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I continue to improve my pronunciation through conversation and continue to make my other presentations with good spelling and try to make less mistakes in pronunciation.

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Listening Strategies (Top/Down - Bottom/Up)

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Listening Strategies (Top/Down - Bottom/Up)

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We have a video on Listening Strategies (Top Down and Bottom Up), followed by a comparative chart of these two strategies. Also including definitions, what each strategy addresses, what the listener focuses on, and example of each case study, as well as any other important information in the video.

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LISTENING STRATEGIES | Top- Down and Bottom -Up

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I learned that the top-down strategy focuses on prior knowledge and context, while the bottom-up strategy focuses on individual sounds, words and grammar to build comprehension. As a result, both require the active participation of the listener to process and interpret the information.

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What problems did I face when developing the activity/task?

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What problems did I face when developing the activity/task?

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I had a little challenge to synthesize the information in the video, as well as to note down the most important points and examples to complete the picture correctly.

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How did I overcome the problems I face when developing the activity/task developed?

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How did I overcome the problems I face when developing the activity/task developed?

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When taking notes, making the picture bigger and the letters larger so that they are visible to the reader, as well as decorating well with canva, which makes the work easier.

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Gráfico Tabla Comparativa Elegante Rosado

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Check out this Graph designed by Frankcis Hernandez.

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The Three Stages of a Listening Activity

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The Three Stages of a Listening Activity

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Each of us is assigned a level by the teacher, who through ‘MEDUCA - Study Program and Planning’ gives us to choose a topic we want to develop, taking into account the ‘Levels of Education: A comprehensive understanding’.

For this Midterm we should develop pre, while and post listening activities and include them in the planning of our activities. This plan should consist of a total of 90 minutes (time you have to develop the 3 steps of listening), while the video should be a demonstration of the while listening activity by ourselves (using one or several members of our family).

Developing all of this and taking into account the grade level of the students.

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I learned how to develop a lesson plan based on the level of English and the age of the students, as well as how to apply the way the students should develop these activities and as a teacher the correct ways for them to understand the chosen topic using the activities. I also learned that in the Pre-Listening Stage we have the objective for the students to activate their prior knowledge, in the While-Listening Stage for the students to be able to concentrate on the audio and understand the key information, and finally in the Post-Listening Stage to have the understanding by discussing the learning content.

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What problems did I face when developing the activity/task?

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What problems did I face when developing the activity/task?

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I think it was difficult to match each minute to the activities to development, besides being aware of my students when they had difficulty with the activity. In addition to this, I had small issues with videotaping my audio and my pronunciation of some of the words that I have to improve.

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How did I overcome the problems I face when developing the activity/task developed?

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How did I overcome the problems I face when developing the activity/task developed?

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If the student gets stuck, repeat the difficult section or read the section to help him/her remember the information to reinforce his/her confidence. Also speak clearly to avoid mumbling and have a better pronunciation.

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Each of us should actively participate in the development of this Glossary by including a minimum of 5 terms. This should be based on words from the Unit 4 booklet that we found that would contribute to our vocabulary.

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I learned a lot from this word search because I was able to see new words and their definitions, especially that with the examples I was able to understand even better these terms related to speaking.

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What problems did I face when developing the activity/task?

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What problems did I face when developing the activity/task?

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The most difficult thing for me was to look for a correct and easy to understand definition, even in other places on the web they had a definition that was not at all similar to the topic I had read about, nor was it related to these words.

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How did I overcome the problems I face when developing the activity/task developed?

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How did I overcome the problems I face when developing the activity/task developed?

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After finding the correct definition and finding the examples I was able to understand more about the topic and as I had to add an image to this glossary taking into account what I had learned about the meaning of these words it was immediately easier.

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Glosary - UNIT 4 - Introduction to Speaking

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In this forum, each of us will participate in discussing and sharing our perspectives on the readings and videos shared in UNIT 4 - “Introduction to Public Speaking”. Participation was respectful, with well-grounded support and critical reflections on the argumentation based on our thoughts on the reading.

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can learn from the various points of view of my colleagues, as they have an opinion on this subject, as well as facilitate the better understanding of the debate and learn very important facts for the development of next tasks.

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What problems did I face when developing the activity/task?

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I think the difficulty I had was to reflect and synthesize all the information that I found in that unit and to put the thoughts little by little in order to give a reason for the Importance of speaking.

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How did I overcome the problems I face when developing the activity/task developed?

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How did I overcome the problems I face when developing the activity/task developed?

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Reading each of my classmates' comments, as well as providing small facts and examples of how to practice conversation and dialogue to improve their language skills. And how this discussion activity also serves as a support to improve our communication in English.

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For our preparation for the following assignments.

We aim to listen to three videos and write a summary about :

First video, the recommended steps to learn English.

Second video, you have to number and explain the basic techniques to learn English and overcome the fear of speaking.

Third video, the difference between learning English for children and adults.

Finally, prepare with the summary and main ideas, a presentation that takes between 3 and 6 minutes.

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I learned how to overcome my fear of speaking by following the tips in the second video, and I also liked to see the different points of view to learn English between an adult and a child. I was able to learn several techniques and examples to improve my English fluency.

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What problems did I face when developing the activity/task?

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What problems did I face when developing the activity/task?

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Again it was difficult to summarize each information of the videos as they are very good and have many examples to improve each deficiency while you try to improve your speech. I still have small errors with my pronunciation of some words.

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 How did I overcome the problems I face when developing the activity/task developed?

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 How did I overcome the problems I face when developing the activity/task developed?

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well, when I try to handle new words for my presentations I usually don't pronounce them well, that's why before each recording I repeat them a couple of times to improve the pronunciation.

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After reading from page 43 to page 64 we have to elaborate a presentation explaining each of the topics covered in this booklet, as well as complete with more information and ideas and examples to support each point of view of the topics. Finish with a recorded presentation of the explanation which will take 10 to 15 minutes.

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I learned a lot, especially the 9 basic principles of teaching conversation classes, which I found quite interesting, as they covered the preparation of students for conversations by introducing vocabulary and context and how exposing students to different language exercises, teaching them both formal and informal conversation techniques, helps them a lot.

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What problems did I face when developing the activity/task?

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I had a difficult finding the information, I had to search a lot more to go deeper into this topic, as well as how to make the tasks meaningful and aligned to the interests, including adapting them to different language abilities and objectives of the learners.

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How did I overcome the problems I face when developing the activity/task developed?

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How did I overcome the problems I face when developing the activity/task developed?

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I can overcome these challenges by careful, organized planning of information and the creation of a supportive environment for my students.

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We have to choose one of the activities from the list shared by the teacher and to research an additional activity to promote oral expression in which we have to develop a presentation of each of the activities, including:

1) Definition of the activity

2) Characteristics of this activity to promote oral expression.

3) Steps of how the activity is developed.

4) Can this activity be developed with any age group or with the one that best applies to them.

5) Share a link to an internet video of how the activity is carried out.

All of these sections should be developed for both activities. The one you chose from the booklet and the additional one you chose from the list.

Share the link. Time 4–6 minutes.

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I learned that role play makes learning interactive and fun for students, making them practice using the English language in the real world in a safe environment.

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What problems did I face when developing the activity/task?

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What problems did I face when developing the activity/task?

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I should avoid reading some of the slides during my presentations. Spend more time researching, developing and designing presentation materials.

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How did I overcome the problems I face when developing the activity/task developed?

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How did I overcome the problems I face when developing the activity/task developed?

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Take a look at them from time to time to support me, but focus on explaining the task to make my future presentations more attractive and professional.

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Each of us is going to be use the same level and topic as in midterm 1 using what was researched in your task 6, according to the activity we would develop in that task and use it as the base for our midterm 2.

We should develop the following

1. Lesson Plan (PDF format)

(Page 81 for the format and pages 82 to 90 for the example)

2. Video developing ONLY the speaking promotion activity (nothing else) which must comply with what you have indicated in your Lesson Plan.

3. make use of one or more family members.

4. Lessons should only last 60 minutes.

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I learned that when learners practice speaking they should be given support to increase their self-confidence, which makes students feel more comfortable speaking in real-life situations, and develop better listening skills to respond appropriately.

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What problems did I face when developing the activity/task?

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What problems did I face when developing the activity/task?

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I had some minor mistakes with my tone of voice and fluency, I also had some editing errors in my lesson plan.

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How did I overcome the problems I face when developing the activity/task developed?

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How did I overcome the problems I face when developing the activity/task developed?

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Raising my voice a little to make it clearer and louder for my student, as well as correcting my editing of my lesson plan before recording the video.

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For the Final Exam, we must develop an online Reflection Board using the padlet tool.

This Reflection Board will include all the information we developed during the course, and with sections, by activity developed during the semester:

Example reads:Class 1 (8-15-24) and the due date.

Information on what will be included in each section:

- Class Topic

- Activity completed

- What did I learn?

- What problems did I face when doing the activity/task?

- How did I overcome the problems I faced while doing the activity/task?

- Link or annex of activities/tasks completed

All of them including pictures and described in our own words. Finally, we must submit the padlet link and link to the video explaining the padlet.

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I learned as homework we completed, we learned new strategies, practical videos and activities to improve the communicative skills of our students to learn this language, taking into account their English levels, ages and context.

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What problems did I face when developing the activity/task?

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What problems did I face when developing the activity/task?

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I had difficulties in gathering the information, as each activation was extensive, as well as collecting images and downloading videos and posting links.

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How did I overcome the problems I face when developing the activity/task developed?

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How did I overcome the problems I face when developing the activity/task developed?

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With each day I made 2 to 3 sections explaining each section and putting them in the order in which I delivered them, also as I couldn't put more than 3 to 4 videos, I uploaded some to the Drive, which allowed me to visualize it better.

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