In this activity, each team member had a specific role. Some were in charge of designing and building the robot, others focused on the physics concepts, and others explained how the project worked to the judges and the audience. This organization helped us work more effectively.

This experience was very positive because it encouraged teamwork, communication, and collaboration. We had to solve problems together, test the system several times, and support each other when something did not work as expected. Thanks to teamwork, we were able to make the robot function correctly and present our project confidently.

I really enjoyed this activity because it was creative, hands-on, and motivating. It also helped me better understand physics concepts and improve my teamwork skills.

The project consisted of researching different types of cacti, their care, and the conditions they need to grow. As a team, we organized the space, prepared the soil, planted the cacti, and took care of them.

This activity was very meaningful because it helped us develop teamwork, responsibility, and organization skills. It also helped us understand the importance of caring for the environment. In the end, the garden looked beautiful, and we felt proud of improving a space in our school.

To make our project more creative, we organized a small fashion show at school. We used the basketball court as our runway and decorated the space with posters about sustainability and the importance of recycling. Each team member had a specific role: some designed the clothes, others worked on marketing and promotion, and a few of us modeled the outfits during the fashion show.

At the beginning, we felt stressed and worried because we thought the project might not work. However, through teamwork, communication, and organization, everything turned out successfully. In the end, we sold all our products and received a very good grade.

I believe role-playing activities are very dynamic and meaningful when working in teams. When each person has a specific role, it becomes easier to understand different perspectives and responsibilities. I think this type of activity improves creativity and empathy because we have to think and act from another point of view. In my opinion, it also strengthens communication skills since we need to express ideas clearly and confidently.

Team competitions or quiz games are very effective because they combine learning with motivation. When teams compete in a friendly way, members feel more engaged and responsible for contributing.

We have to read the clues carefully and work together to find the answers.

Each person in the team had a job, for example one persone read the clues, another one wrote the ideas, and another person shared our final answer, we talked a lot and share different opinions until we agreed on one solution.

It was not boring, and everyone participated.

In this activity, we worked in small groups and were given different real-life situations, like ordering food at a restaurant, going to a job interview, or solving a problem between friends. Each person had a specific role, and we had to act it out in front of the class. We didn’t memorize everything we had to improvise and respond naturally.

What made it really fun was that we could be creative and sometimes even dramatic. We laughed a lot, but at the same time we were practicing the language in a real and meaningful way. It helped me feel more confident speaking and less afraid of making mistakes.

To make it even more motivating, she turned it into a competition. The team with the best presentation, pronunciation, creativity, and overall performance would win, and the winning country would become the official “theme” of the fair. That made everyone work much harder and practice a lot.

My team chose Japanese culture, and we ended up winning. We decorated our stand with traditional Japanese elements and created an atmosphere inspired by Japan. The gastronomy team prepared Asian food, and everything matched the theme perfectly. We also dressed according to the culture, which made the experience even more immersive and fun.

I loved this activity because we were not just studying English from a book, we were using it to communicate, explain, and present something meaningful. It helped me improve my pronunciation, gain confidence when speaking in public, and feel more motivated to learn. It was creative, competitive in a positive way, and truly unforgettable.

It was really interesting to do because we worked together and the activity was funny :p

1. WRITE THE TEACHING STYLE

2. WHY IS IT THAT TEACHING STYLE?

3. DECRIBE THE ACTIVITY

Kinesthetic / Hybrid Teaching Style

Why this teaching style?

Because students learn better when they move and actively participate.

Physical activity helps them remember vocabulary and concepts more easily. It also keeps them motivated and engaged, especially young learners

Describe the activity:

I would implement an activity called “vocabulary relay race.” I would place vocabulary flashcards around the classroom. Students would work in teams. One student from each team runs to pick a card, reads the word, and then has to act it out or use it in a sentence before the next teammate goes

Demonstrator / Coach style.

2. Why is it that teaching style?

Because the teacher first models the task step by step and then guides students while they practice, giving feedback and encouragement. This helps students feel confident and understand clearly what is expected.

3. Description of the activity:

The activity is called cooking show presentation.

First, the teacher demonstrates how to describe a recipe in English, modeling useful phrases such as First, then, after that, finally. The teacher also shows how to give clear instructions and proper pronunciation.

Then, students work in small groups to create their own “cooking show.” They choose a simple recipe (real or imaginary) and prepare a short presentation explaining the ingredients and the steps. While they practice, the teacher walks around, correcting mistakes and coaching them on fluency and expression.

Finally, each group presents their cooking show to the class.

2. The Coach Style is used because the teacher supports students during practice, gives feedback, corrects errors, and motivates them to improve their performance while communicating.

3. This activity is called “Role-Play: Real-Life Situations.” Students work in pairs or small groups to practice English through everyday situations, such as ordering food in a restaurant, asking for directions, or shopping.

First, the teacher demonstrates a short role-play with a volunteer, showing how to use the target vocabulary and expressions. The teacher also models pronunciation and intonation.

Next, students practice their own role-plays in groups. While students are working, the teacher acts as a coach, listening to conversations, correcting mistakes, asking guiding questions, and encouraging students to speak confidently.

At the end, some groups present their role-play to the class. This activity helps students develop speaking skills, confidence, and communicative competence in a dynamic and interactive way.

Age: This activity is good for students aged 12 and older

Why this teaching style? I choose this teaching style because I believe students learn better when they participate actively. When they speak, interact, and feel comfortable, the learning process becomes more natural and meaningful. I see myself as a guide who supports students while they practice the language.

Activity Description: The activity is called Two Truths and a Lie. Each student says three sentences about themselves in English: two are true and one is false. The rest of the class listens and tries to guess which one is the lie. They can ask simple questions to get more information.

This activity helps students practice speaking and listening in a fun way. It also helps them build confidence and improve social interaction. My role is to guide the activity and help with vocabulary or correction when necessary.

Topic: Prepositions of place (on, under, next to, between, behind)

Organization: Pairs (teamwork in pairs)

Why is it that teaching style?

Students manipulate real objects with their hands.

Learning happens through physical interaction.

It reinforces spatial vocabulary in a concrete way.

1️.- Preparation

Each pair receives:

Plastic cups or blocks

Small classroom objects (eraser, pencil, sharpener, etc.)

2.- Main Task

Student A builds a small structure using the objects (for example, a pencil under a cup, an eraser next to a book).

Student B cannot see at first.

Then Student A gives instructions:

“Put the eraser under the cup.”

“Place the pencil next to the book.”

Student B must recreate the structure by touching and moving the objects.

3.- Check and Switch

They compare structures

Then they switch roles.

Kinesthetic/ Hybrid style

1. Teaching style

My teaching style is kinesthetic and hybrid. It combines movement, music, active participation, and different learning resources such as visual, auditory, and interactive activities.

2. Why is it that teaching style?

I chose this teaching style because students learn better when they are active and engaged. Movement helps them stay focused, motivated, and interested in the lesson. It also allows different types of learners to understand the content and makes the learning process more fun and effective.

3. Describe the activity

The teacher plays music in English and students dance freely around the classroom. When the music stops, the teacher says a word in English (for example: happy, jump, blue, dog).

Students must freeze and represent the word with a gesture or action.

Students who do it correctly earn a point for their team.

At the end, the class reviews all the vocabulary together and practices pronunciation.

Cooperative learning.

​2. Why is it that teaching style?

I chose this style because, among students, it is easier to transmit information and support each other, and in this way, use english in a functional way.

​3. Describe the activity

Students will get into pairs and conduct a small survey about personal information, exchanging questions and trying to form a casual, informal conversation.

Why this teaching style?

because I want my students to learn by doing, I guide them and support them, this helps them feel confident, and more involved in the class.

Describe the activity:

The activity is called Classroom Escape Challenge

First, I divide the class into small teams, each team receives different challenges related to vocabulary or grammar, for example complete a sentence or match word with pictures.

Each correct answer gives them a clue for the next challenge. The goal is to “escape” by solving all the activities.

I walk around the classroom, guide them, and help if necessary. At the end, we review the answers together.

1. Why is it that teaching style?

It is a Demonstrator Style because the teacher first models and explains each task before students begin. She demonstrates how to solve a riddle, how to complete a grammar puzzle, and how to create a short dialogue. The teacher provides clear examples, correct pronunciation, and step-by-step instructions. After modeling the activity, students apply what they observed and practice independently in teams.

2. Describe the activity

The classroom becomes an “escape room.” First, the teacher demonstrates how each challenge works. For example, she solves one riddle with the class, shows how to identify grammar mistakes, and models a short dialogue that could unlock a clue.

Then, students are divided into teams, and each team must complete different language challenges to “escape.”

Each correct answer gives them a clue to move to the next stage.

2. I would use a facilitator style, because first I would help my students to think and use their speaking ability all the time, it is to improve their fluency and maintain good communication and I'm going to create a good enviroment between my students and I, and my goal is going to motivate my students and make them feel comfortable.

3. The activity is going to be a “complaints meeting”. The students are going to talk about good a bad experiences in english classes, then the students going to explain the reasons that they love o hate languages. Before, they going to write how do they can change the techniques or the classical method in classes, and they are going to propose activities for the class and make the classroom confortable and with a motivating environment. When they finish, I'm gonna give them specific roles for a scenary and they would need to interpret the role, this is for their speaking skill and strengthen the communication between students and teacher. Finally, everybody need to tell the teacher if the students enjoy or they didn't enjoy the class, and if they can change somenthing explain the reasons or the techniques that they would use in English classes 👻

Kinesthetic / Hybrid Teaching Style

Why is it that teaching style?

I chose the kinesthetic/hybrid teaching style because it combines movement with different learning methods such as visual and auditory activities. This helps students stay engaged, learn actively, and retain information more effectively. It also makes the lesson more dynamic and inclusive for different learning styles.

Describe the activity:

I would implement an activity called “Find Someone Who…”. Each student would receive a worksheet with prompts such as “Find someone who likes pizza” or “Find someone who has a pet.” Students would walk around the classroom asking questions in English to find classmates who match each description and write down their names.

Description:

In my case My proposal of activity is a debate. After watching a video abot an specific topic the classroom is going to be devided in two teams

(Against/in favor)

The activity reforce:

speaking skills & vocabulary

Students: adults

I would implement it using real life situations that could happen to us, like a friend cheating on an exam or someone being excluded from a group

- To implement it, choose a value and create a short scenario, students act different roles and show a problem and a solution. After that, ask simple questions about what happened, what was right or wrong, and the moral of the story.

2.- I would use simple real-life situations, have them act them out in English, and then talk briefly about the lesson, like being honest or respectful.

Activity: Students look at a picture of a busy city and write 5 sentences about what the characters are doing at that moment.

Objective:Students will implement the present continuous to describe actions in a picture by writing 5 sentences.

2. I believe that communication is a key part of teaching because it builds trust, reduces problems and helps students learn better. I also believe that a positive classroom enviroment makes students feel safe and more comfortable to participate.

3. I wonder how teachers can make their classes more interesting and keep all students engaged during lesson.

Write 3 rules that you may use in your classes

1.- Respect yourself and others.

2.- Keep the classroom organized and clean.

3.- Stay in your seat unless you have permission to move.

I think phone use in class should have warnings and consequences.

I think helping students privately is better when they refuse to work.

I think calm communication helps solve arguments between students.

I think classroom rules help reduce late arrivals.

I think redirecting attention helps with off-task behavior.

I think bullying should be reported immediately.

I think emotional support is important for anxious students.

I think reminders help students bring materials.

I think gradual consequences work better for disruptive behavior.

2. The language skills involved are listening, speaking, reading, and writing.

3.They are using greetings, questions and answers, simple present tense, expressions of feelings, and everyday vocabulary.

4.Yes, I agree because role plays can teach values and morals such as respect, honesty, empathy, and responsibility through real situations.

5.I would implement a role play by creating a school situation, for example bullying or teamwork, where students practice speaking and listening in English while also learning values like kindness and respect.

The language skills included are listening, speaking, reading, and writing through conversations and activities.

They are using simple present tense, classroom vocabulary, questions and answers, expressions of emotions, and polite language.

Yes, I agree because role plays help students practice real-life communication, teamwork, empathy, and respect in an interactive way.

The activity also helps students improve pronunciation, confidence, and problem-solving skills while working with classmates.

I think the problem is that the student is not working independently in class because he leaves activities incomplete, but the next day he brings everything finished and organized. This may mean that someone else is helping him too much at home, or he could have motivation or attention problems.

I would solve this by talking privately with the student, observing his work in class, and communicating with the parents to understand the situation and help him improve his responsibility and learning.

I think the student may be having emotional or social problems at school, such as anxiety, stress, or even bullying, because she suddenly does not want to attend school and complains about stomachaches every morning.

I would solve this by talking kindly with the student, observing her behavior in class, and communicating with the parents to understand the situation better. I would also create a safe and supportive environment so she feels comfortable at school again.

First, I would observe the student during class and talk to him privately to understand the problem, and then, I would speak with the parents to know what happens at home.

To solve the problem, I would give the student more support in class, check his work often, and motivate him with positive comments, I would also use fun activities and teamwork to help him participate more.

Because the class has 35 students, I would also use shorter tasks, group activities and frequent check to keep students engaged.

To solve the problem, I would talk privately with the student, observe his behavior, and contact the parents. I would also help him more during activities, give clear instructions, and monitor his progress for the next few weeks.

To help her, I would talk to her calmly, observe her behavior with other students, and communicate with her parents. I would try to create a safe and supportive environment so she feels comfortable coming to school again.

Level: junior high.

Class: English

Number of students: 28

The group is divided in smaller groups, they don't get along with each other, and sometimes, some groups mock at each other. Some groups are more aggressive, other groups are more relaxed, but they always complain about the behaviour of the rest of the teams. You only see them 3 hours a week, and some like your subject and activities, but they still don't get along.

Level: Middle school

Class: English

Number of students: 35

Most students do not show interest in learning English, they think the subject is not important for their future or daily life and during class many students use their phones, talk with classmates, or do not complete activities, only a few students participate in class, some students say English is boring or too difficult, and this attitude affects the motivation of the whole group. You teach them 3 hours a week, and it has become difficult to keep the class interested and active.

Level: High school

Class: English

Number of students: 30

One student is always interrupting the class by talking loudly with classmates during lessons. Other students cannot concentrate, and the teacher has to stop the activity many times. This creates distractions and affects the learning environment.

​Level: High School

​Class: English

​Number of students: 20

​The problem:

​The group shows a widespread lack of motivation and complete apathy toward classwork. Whenever an activity is assigned, the immediate response is sighing, complaining, or dead silence; students prefer to stare into space, put their heads down on their desks, or covertly check their phones rather than start the task. Even though the content fits their high school level, they constantly argue that the language "is useless to them" or "is just too boring." You only see them 3 hours a week, and this total disconnection and disinterest severely stalls any progress, as no activity or dynamic seems to spark their initiative.

Level: Middle school

Class: English

Number of students: 24

One student is frequently arriving late to class and interrupting lessons while entering the classroom. The student often speaks loudly, asks classmates what they are doing, and takes time to prepare materials. This behavior distracts other students, interrupts the teacher’s explanations, and makes it difficult to maintain an organized learning environment.

Level: High School

Class: English

Number of students: 27

The problem:

Many students do not participate in class because they think English is boring or too difficult. During activities, some students prefer to talk to classmates or use their phones instead of working. This causes distractions and affects the learning environment.

Active learning helps students participate more in class.

Collaborative activities improve communication and teamwork.

Students learn better when they are engaged in activities.

2 Questions

How can teachers motivate shy students to participate?

What are the best activities for large classrooms?

1 Thing I Will Use

I will use group discussions to encourage participation and interaction among students.

b1 level

20 students

20 minutes

if conditionals, fill in an exercise with the modal verbs

They have to explain the meaning of the song

Song: And I Love Her – The Beatles

Objective: Students will identify and analyze the use of the Present Simple in song lyrics

Level: A2–B1

Students: 20 students

Time: 20 minutes

Activities:

• Fill in the blanks while listening to the song: She _____ me everything, She _____ to me love, A love like ours could never _____

• Identify verbs in Present Simple

• Underline verbs with third person: gives, brings

The Abyss by The Weeknd can be used to teach figurative language and song interpretation. Through the analysis of the lyrics, students can identify metaphors, such as the "abyss," which may symbolize feelings of loneliness, loss, or uncertainty. The song also contains examples of symbolism and imagery, helping students understand how emotions and ideas are expressed creatively.

In addition, the song can be used to discuss themes such as love, hope, sadness, and memory. As an activity, students can listen to a part of the song and identify examples of figurative language, and share their interpretations of the song's meaning. This encourages critical thinking while developing English skills.

Objective: Students will identify and practice the Present continuous tense.

A2 level

20 minutes

Students will listen to the song, fill in the missing words and identify examples of the Present continuos tense.

B1 level

20 students

20 minutes

Students will listen and write the sentences in present perfect, and finally they will make a different example using this topic.

B1 level

20 minutes

Students will recognize and use past simple verbs in context through a listening activity.