This activity was about developing a PowerPoint presentation with audio showing our understanding about English teaching styles, educational levels, and the CEFR framework within the context of the Panamanian education system. This task was about explaining the main concepts of teaching English as a foreign or second language, focusing on differences in teaching styles and purposes at different school levels. The task required to analyze the Unit 1 from the booklet and research from other official and reliable sources to make sure we achieved a deeper and correct understanding of the topic.

The first section of the task 1 required students to develop a comparison chart focusing on the differences in definitions and teaching styles in multiple English teaching approaches, such as EMT, ESL, and ESP. The second section asked to create a chart explaining the purpose of education and the English teaching style used at different school levels, including the age and grade of students. The final section required students to explain the CEFR framework and to identify the principal differences between its levels.

To sum up, each section ensured we could get a clear and deep understanding of the diverse educational levels, teaching styles, teaching approaches and CEFR relevant information related to its levels.

This second task involved creating a presentation that explains the topics covered on pages 14 to 25 of our reading material in the booklet. The explanation was required to be on video about the concepts summarized in our own words with examples. Additionally, we were allowed by the teacher to expand our knowledge about the introduction of listening by researching beyond the booklet and offering deeper insights and examples to support our points. The presentation was required to be 10 to 15 minutes long, ensuring we could cover all the topics taking the most important parts from each section.

https://www.canva.com/design/DAGO0T4MwdI/c-sVTrgveCHjEkXgPZLk6Q/edit?utm_content=DAGO0T4MwdI&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Delivery date September 14

This third task assigned involved listening to a brief explanation from the YouTube video about the Listening Strategies: Top-Down and Bottom-Up. Based on the explanation listened to in the video, the assignment required to create a comparative chart that had to include the definition of each strategy, what each addresses, and what the listener focuses on. Finally, the assignment the last instruction from asked to provide a case scenario example for both strategies and to write any other important details mentioned in the video.

Second, I learned from the Bottom-Up strategy that it focuses on small details like individual words, sounds, or grammatical structures to piece together the meaning of a message. This approach requires listeners to pay close attention to specific parts of what they hear. Finally, I came to the conclusion that both strategies are useful for different purposes.

and that made it easier to prioritize the main points that best explained the Top-Down and Bottom-Up strategies. I also compared my notes with the video at the end to make sure I included the most important details without losing focus. Finally, for creating case scenario examples, I brainstormed situations that provided real-life context related to the topic.

This first midterm was about creating a listening-focused lesson plan tailored to a specific grade level in my case I worked with first grade and considered the CEFR standards. The assignment involves accessing the "MEDUCA - Study Program and Planning" and selecting an appropiate topic for our assigned grade, so I selected Family Members as the class topic. The lesson plan is required to include three distinct steps: pre-listening, where students prepare by activating background knowledge or discussing vocabulary; while-listening, where they complete an activity based on the listening content and post-listening, which includes follow-up tasks to help expand on what they learned. The activities should fit the grade’s skills and the class duration is 90 minutes. Besides the lesson plan, the midterm required creating a video showing the while-listening activity using family members as participants. The video had to focus on the while listening activity but all three steps of listening needed to be included in our plan.

This task is about reading pages 43 to 64 of the booklet and creating a presentation that explains and analyzes the unit Introduction of Speaking and all the information covered in these pages. The presentation was required to be recorded as a video, where we explained the content in detail and added pictures and key words to the slides. The assignment indications encouraged students to conduct additional research beyond the booklet provided to be able to deliver a presentation with additional details, and include relevant examples to support our ideas.

The activity developed was about creating a detailed presentation on two speaking activities. Each activity was requested to include five specific elements. This task required to provide a definition of the activity selected, explaining what it is and its purpose. It was also necessary to mention the characteristics of the activity that make it effective in promoting speaking skills. Besides, the task is required to describe the steps involved in the activity and explain how it is executed from start to finish. The task involved analyzing whether the activity can be adapted for different age groups or identifying the age group it is best suited for, so the task provided opportunities for students to seek a teacher's advice and conduct research. Finally, the task required to share a link to a video that demonstrates how the activity is done in practice. The activity involved cover both the one chosen from the booklet and an additional one we selected during class.

This second midterm was about creating a lesson plan focused on speaking in PDF format following the template from the booklet provided and used to develop the first midterm. For this second midterm, we were required to use the same topic and grade we worked with during the first midterm. Besides, the task involved the creation of a video that focuses on the development of the speaking activities selected previously in the lesson plan. We were encouraged to ask a family member to be our student and adjust the activity to match the appropriate grade level.

Deliver date August 19

CEFR

1. The Common European Framework of Reference for Languages (CEFR) is an international standard for describing language ability. It describes language ability on a six-point scale, from A1 for beginners, up to C2 for those who have mastered a language. This makes it easy for anyone involved in language teaching and testing, such as teachers or learners, to see the level of different qualifications. It also means that employers and educational institutions can easily compare our qualifications to other exams in their country.

Source https://www.cambridgeenglish.org/exams-and-tests/cefr/

Deliver date Friday 30

I think Unit 1 General Teaching was very interesting. I especially found it interesting getting to know what CEFR means since at work we have an app we sign weekly to show our improvement at work, but I did not know what CEFR meant until this class and reading the unit. I also found it very useful to learn about differences among students on page 9.