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Strong students finish quickly, weaker ones struggle with the questions.

Students copy answers from their neighbor instead of reading.

Some students lose focus during silent reading.

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Groups get competitive and argue about answers.

Some students only let the stronger classmate do the matching.

Students focus only on winning, not on creating example sentences.

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Time runs out before all groups present.

One or two students dominate the presentation; others stay silent.

Some groups ignore the task and talk about something else.

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Students complain the audio is too fast/difficult.

Students focus on writing every single word instead of notes.

After listening, some pairs have completely different answers and get frustrated.

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Some students freeze and say, “I don’t know what to write.”

Early finishers distract others instead of reviewing their work.

Students write in their L1 and then try to translate directly.

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Students forget their roles mid-activity and stop.

Noise level rises; difficult to monitor all groups.

Some students feel embarrassed acting out problems in English.

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One student doesn’t read their text carefully and can’t share information.

Groups take too long sharing, and some finish later than others.

Stronger students dominate the discussion, weaker ones stay silent.

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Andrés Hurtado González

Kamila Alejandra Pérez Castro

Angie Alejandra Martínez

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Valentina Muñoz, Johanna Pacheco and Laura Motato

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Maria José Castaño

Samuel Alvarez

Dilfer Andrade

Emily Londoño

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Role-play: Ordering Food in a Café

1. Form pairs

2. Receive a paper: A (customer) or B (waiter)

3. Start to dialogue

4. Ask questions (B)

5. Answer them (A)

4. Each 5 min switch partner

ICQs

1. Are we working in pairs or groups of three people ?

2. Will student "B" be the waiter ?

Grouping

Groups will be divided in pairs with the help of the playing cards technique; which is a flexible type of grouping.

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A small group of students is making too much noise during the activity, so they are affecting the well-development of the activity.

Solution

Professor will stop the activity for a while, in order to talk to them and stablish limits, but in a really kind way.

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• Make groups of three people after hearing the instructions

How many people?

• we are going to make a role-play being at a hotel

• select a receptionist and the others are guests

What is the situation about?

• discuss a situation like lost key, noisy room, etc.

• write down your dialogues

• you will have 10 minutes to prepare it

• At the end, each group presents their role play in 1 to 2 minutes

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1. Listen to an audio of 2-3 minutes long.

2. Take notes about the audio.

3. In pairs, compare your notes.

4. Finally, create 4-5 notes about important details of the audio.

5. Let's begin!

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1. You receive a short text about a city and you have 5 minutes to read it.

How much time do you have to read it?

2. Form groups of 4 students according to the city you have.

3. Share information about the text with you classmates .

4. Complete a chart with the information about the city for example, food, culture, etc. 15 minutes to complete it.

Do you have to complete a chart or write a paragraph about the city?

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Jigsaw technique: the students are organized according to lecture of the city provided by the professor.

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The seating arrangement will be homogeneous grouping so that they will be able to choose who to work with. Since they are shy it's better for them to work with the people they like to feel confident and comfortable.

Also, the distribution in the classroom will be separate tables.

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-Circle

-Pairs

We would group them with the "matching candies" technique, considering that there are 12 students, we would buy 6 and 6 kinds of candies and they get together according to the candy.

Reasons:

For us, the circle arrangement is good as we are working with shy students so, they could interact with each other easier and no one would be left out. On the other hand, the pairs is for the actual listening activity, again, we are considering that they are quite and introverted and maybe in groups of more than 2 people they would have more trouble with speaking and interacting with each other.

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We think that a possible disruptive behavior in this class would be the use of the phone, as they are more shy and quite they are more likely to hide behind their phones to avoid aye contact and interaction with their peers.

We would follow our classmates advice, we would first set clear rules on not using the phone during lessons, if they don't follow this rule the first time, they would get a reminder, if it keeps happening, we would talk with the whole class about it, and the last option if they don't follow the rules, we would take the phones in a box during the lesson, and at the end of the class we would return the phones to everybody.

Students: Steffany Torres, Lorena Narvaez, Juan Pablo Parra, Yuliana Palomino.

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Teacher should set rules at the beginning of the class in order to ensure a positive and respectful environment. For example, clap to your partners when they finish, do not laugh when they make mistakes, and have fun.

Since they are going to write the script, they can have it at hand while they are performing in case they forget.

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In one group, there is a student that didn't read the lecture and he is not sharing information with their classmates. Due to this, they start a verbal altercation and this interrupts the class.

To address this situation, teacher decides to separete the student of the group and assign him/her an individual presentation about the city.

And to completethe information of the group, teacher gives the missing part of the lecture or a summary with the most important part of the lecture.

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Juan C. Castro; Johnatan Montoya; Juan M. Guaidia

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Juan C. Castro; Johnatan Montoya; Juan M. Guaidia

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Profile #3

Instructions
1. You will receive  a card  with a color (either  black  or red)
2. Get together  with your partners (the opposite color) after the explanation
3. Read the story on the material
4. Analyse  and discuss together the questions and important information
5. Write down the answers  on the paper
6. You cannot talk to any other group

ICQs
1. What are you going to do after reading?
2. Are you going to select your partner?
3.  Where are you going to write  your answers down?
4. Are you going to ask or talk to any other group ?

Grouping technique:
●Heterogeneous  Grouping: before the class classify students  depending  on their work pace or strong  abilities  (the stronger  ones will get color red, and the weaker ones will get color black); the students  have to look one partner  who has the other color. That way the abilities  of the students might be balanced  and equilibriated
●Arrangement:Pair rows in order to avoid any tlaking or spying  situation

Managing  for success

Behavioral problem: students  are copying from their neighbors

Solutions:

•To look for a class setting  that allows them to have some space
•To remind them the rules about  talking with others
• If after the warning  they continue  doing that, their grade will be affected

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First, read the adjectives in the cards

On the board there will be some images

Match the adjective below the image

Finally, create a sentence using the image and adjectives

ICQs

Where are we going to paste the adjectives?

Are we going to make a paragraph or a sentence?

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1. Instructions

Select your favorite tradition or holiday

Discuss with your partners about the holiday that you chose

Prepare a 2 min presentation using simple present

ICQs

How long it would be the presentation?

Are you going to talk about holiday?

Are you going to use simple past?

1. Seating and grouping

For planning the presentation in groups

Take one color paper

According to that

Get together if you have the same color

For the presentation students will be sit in a horseshoe

3.Managing for success

Problem: students may be too tired or distracted to pay attention or follow instructions to the class.

Solution: at the beginning of the class and in the middle of the class  teacher will make an energizer, to activate students’ concentration and motivation

Challenges

Time runs out before all groups present

Solution

• Limit time: Set a clear timer (maximum 2 minutes per group) and give a warning when there are 30 seconds left.

One or two students dominate the presentation; others stay silent

Solution

• Clear roles: Before presenting, assign role cards (e.g., introducer, example giver, summarizer) so that everyone has to speak.

Some groups ignore the task and talk about something else

Solution

• Short and clear tasks: Activities with simple instructions written clearly on the board.

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Technique: Find your puzzle (adapted with adjectives)

Students: 12

As there will be groups of 3, there will be an image and 2 adjectives related to the image

Students have to look for the adjective or image

In this way the group of 3 will be formed

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Students are noisy during pairwork.

It is hard to bring them back together.

Some pairs finish early and start chatting in L1.

A few shy students refuse to speak in front of their partner.

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Objective: Students collaborate to build meaning from different texts.

Task: Divide students into groups of 4. Each student receives a different short text about a city. After reading, they share information with group members to complete a chart (e.g., food, culture, famous places).

Expected Output: Completed group chart with information from all texts.

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Objective: Students use English for authentic communication.

Task: In pairs or groups of three, role-play being at a hotel reception where one student is the receptionist and the others are guests with problems (lost key, noisy room, etc.).

Expected Output: Each group performs one short role-play (1–2 minutes).

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Objective: Students practice organizing ideas into a short text.

Task: Write a short paragraph (5–6 sentences) describing their favorite place.

Expected Output: Individual written paragraphs; optional peer sharing.

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Objective: Students develop listening comprehension and note-taking skills.

Task: Listen to a short audio (2–3 minutes) about daily routines. Take notes, then compare with a partner.

Expected Output: Students produce 4–5 notes and confirm details with peers.

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Objective: Students practice speaking and teamwork.

Task: In groups of 4–5, students prepare a 2-minute presentation about their favorite holiday or tradition.

Expected Output: Short group presentations delivered to the class.

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Objective: Students review and practice new vocabulary.

Task: In small groups, students play a word-matching game (teacher gives cards with words and definitions; students must match them correctly).

Expected Output: Correct matches + one sentence per word created by each group.

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Objective: Students improve reading skills and vocabulary.

Task: Students read a short story (200–300 words) and answer 5 comprehension questions.

Expected Output: Written answers plus pair/group discussion of the story’s main idea.

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Objective: Students practice a short dialogue using question and answer forms.

Task: Students work with a partner to role-play a dialogue about ordering food in a café.

Expected Output: Students complete at least two role-plays, switching roles each time.