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This repository compiles the work completed throughout the semester in the English Teaching course, reflecting the learning process, reflection, and application of the acquired knowledge. Each phase of the course has been an opportunity to explore innovative pedagogical strategies, understand the role of the teacher in the English classroom, and design teaching proposals adapted to the needs of the educational context.

Through the various products presented here—such as lesson plans, teaching units, technology-mediated activities, and reflection sessions—the commitment to comprehensive, critical, and creative teacher training is evident. This space not only reflects the achievements made but also encourages the continued development of a conscious, grounded teaching practice centered on meaningful student learning.

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 The presentations of the experts in phase 2

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 The presentations of the experts in phase 2

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This teaching unit has been designed for students with the goal of strengthening their English communication skills through dynamic, contextualized, and interactive activities. Throughout this unit, oral and written comprehension and production skills will be developed, encouraging the use of the language in everyday and meaningful situations.

The pedagogical approach is based on a communicative, task-based approach, which allows students to actively participate in their learning process through projects, games, songs, dialogues, and collaborative activities. In addition, technological resources and inclusive strategies have been incorporated to address the diversity of the classroom.

This unit not only seeks to learn the language, but also to develop critical thinking, creativity, and teamwork, thus promoting a comprehensive education that transcends the classroom.

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This simulated practice is part of the training process for the English Teaching course, as part of the UNAD curriculum. This experience allows for the contextualized application of the knowledge acquired throughout the course through the planning and execution of a simulated class that meets the pedagogical, didactic, and methodological criteria specific to teaching English as a foreign language.

The main purpose of this practice is to strengthen teaching skills through the design of meaningful learning environments, the use of relevant teaching resources, and the integration of strategies that foster the development of students' communication skills. It also seeks to reflect on the role of teachers as mediators and facilitators of learning, assessing the impact of their pedagogical decisions in the classroom.

This simulation represents a key opportunity to put into practice what they have learned, improve self-confidence as future education professionals, and prepare to face the challenges of real-life teaching with responsibility and creativity.

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This teaching material has been designed using the digital tool Kahoot, with the aim of strengthening English learning in a fun, interactive, and motivating way. This activity is aimed at students at [educational level, for example: primary school] and is part of a methodological strategy focused on active and participatory learning.

The game's content is aligned with the objectives of the teaching unit and allows for formative assessment of acquired knowledge. Through multiple-choice questions, images, and immediate feedback, students can strengthen their language skills while enjoying the process.

Kahoot has been incorporated as a digital resource due to its ability to generate a dynamic learning environment, foster healthy competition, and maintain student interest, while allowing teachers to monitor progress and identify potential difficulties.

This material is part of an innovative teaching approach that combines the use of educational technologies with student-centered methodologies.

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Join a game of kahoot here. Kahoot! is a free game-based learning platform that makes it fun to learn – any subject, in any language, on any device, for all ages!

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Teachers represent much more than a transmitter of knowledge; they are the driving force behind educational, emotional, and social processes in the classroom. Being a teacher entails a great responsibility, as they not only guide learning but also profoundly influence the development of integral, critical, and conscious human beings.

Throughout my training, I have come to understand that the role of teachers goes beyond planning and evaluation. The true impact of a good teacher lies in their ability to inspire, motivate, adapt to the needs of the group, and create inclusive and meaningful learning environments. A teacher is a mediator, guide, facilitator, and, often, a life role model for their students.

In a constantly changing world, teachers must be constantly updating their knowledge, not only in terms of content but also in relation to new methodologies, technologies, and forms of interaction. A vocation, empathy, and a willingness to continue learning are essential pillars for practicing transformative teaching.

Reflecting on this role allows me to further appreciate the importance of preparing myself not only with pedagogical knowledge, but also with sensitivity, ethics, and a commitment to the education and well-being of my future students.