There are many different teaching methods used in education today. Each method is designed to help students learn in different ways, depending on their needs, interests, and the subject being taught. Some focus more on the teacher, while others give more responsibility to the students. The goal is always the same: to support learning and help students understand and apply new knowledge in real life
ESTRATEGIA 10
Warm up (5 minutos)
"Freeze" game: Play a game of
"Freeze" with students, where they must freeze in a position when
told to "Freeze".
Explanation (10 minutos)
Introduction to TPR: Explain to students
what Total Physical Response (TPR) is and how it is used to learn languages.
Demonstration: Demonstrate some basic TPR
commands, such as "Stand up", "Sit down", "Touch your
nose", etc.
Practice (15 minutos)
Simon Says" game: Play a game
of "Simon Says" with students to practice TPR commands in a fun way.
Obstacle course: Create an obstacle course
with TPR commands for students to complete.
Production (15 minutos)
Command creation: Ask students to
create their own TPR commands and share them with the class.
Command execution: Students must execute the
commands created by their peers.
Feedback (5 minutos)
Discussion: Organize a discussion about
the learning experience with TPR.
Reflection: Ask students to reflect
on what they have learned and how they felt.
Video
https://youtu.be/h4eueDYPTIg?feature=shared
Integrantes del equipo:
·
Yenixza
Navarrete Espinoza
·
Geraldin
Velázquez Martínez
·
Hugo
Alain Méndez Zúñiga
ESTRATEGIA 9
(Storytelling Integration)
Lesson Development
1.
Warm-up (5 min) – Activating Prior Knowledge
- Ask:
- What jobs are common in our town?
- What do your parents or family members do?
- Game: Mystery Job
(with covered flashcards)
- Students ask yes/no questions to guess the
job:
- Does this person work in a hospital?
- Is it a teacher?
2. Explanation (10 min)
– Vocabulary & Structures
- Show flashcards of
professions: doctor, farmer, teacher, firefighter, etc.
- Students repeat
chorally and individually.
- Write structures on
the board:
- What does a ___ do? → A ___ helps
people.
- Where does a ___ work? → A ___ works at
___.
3. Observation
(Storytelling) (7 min) – Listening & Comprehension
Story: A Day in the
Life of Sofía the Doctor
Narrate the story with
gestures and visuals (drawings or printed images).
Use simple structures
and clear pronunciation.
Ask comprehension
questions:
- Who is Sofía?
- Where does she
work?
- What does she
do?
- Does she like her
job?
Optional: Students act
out the story while listening.
4. Production (15 min)
– Speaking & Writing
Pair Work
Interview:
- Ask your
classmate:
- What do you want to be?
- Why?
- Where does a ___ work?
Writing Task:
- Write 3-5 sentences
about a profession:
A teacher works at school.
A firefighter helps people.
Sharing:
- Volunteers read or
share their sentences.
5. Feedback (5 min) –
Reflection & Assessment
✔
Self-Assessment:
- I can name jobs.
- I can describe what
people do.
- I can ask and answer
questions about jobs.
✔
Teacher Observation:
- Participation,
correct use of structures, pronunciation.
- Encourage positive
feedback and corrections.
José Uriel Martínez Morales
Azul Ayari Ortega Herrera
ESTRATEGIA 8
Lesson Plan: Communicative Language Teaching
(CLT)
Level:Intermediate
Duration:
60 minutes
Topic:
Developing Communicative Competence through CLT
General
Objective: Students will develop their communicative competence through interactive
activities that replicate real-life situations.
1.-Warm Up (5 minutes)
Activity:
Initial Conversation
- Start with a greeting and a quick
icebreaker question, such as “What did you do over the weekend?”
- Ask a few students to share their answers
in English, encouraging the use of complete sentences.
2.-Explanation (15 minutes)
Presentation
of the CLT Approach
- Briefly explain what Communicative Language
Teaching is and its importance in English teaching.
- Highlight the following points:
- CLT focuses on real and practical
communication.
- The goal is to develop communicative
competence: linguistic, sociolinguistic, discourse, and strategic.
- Mention key characteristics: interaction,
use of authentic texts, and personal experiences.
Practical
Example
Provide an example of how these
characteristics can be applied in a lesson. For instance, using an authentic
dialogue about shopping.
3.-
Practice (Exercises) (20 minutes)
Activity:
Role Play in Pairs
- Divide students into pairs and assign them
roles for a role-play based on a daily situation (e.g., buying groceries,
ordering at a restaurant).
- Provide a list of phrases and commands they
can use during the exercise.
- Allow pairs to practice for 10 minutes,
then ask a few pairs to present their dialogue in front of the class.
-
Activity: Quick Survey
- After the role play, have students conduct
a brief survey among each other using questions related to the role-play topic.
- Example: “What do you usually order at a
restaurant?”
- They should record responses and share
their findings with the class.
4.-Production
(15 minutes)
Activity:
Creating Dialogues
- Ask students to work in small groups to
create an original dialogue using the commands and phrases learned.
- They should include at least three
different situations where relevant commands or questions are used.
- After preparing their dialogue, each group
will present their work to the rest of the class.
5.-Feedback
(5 minutes)
Final
Reflection
- At the end of the presentations, open the
floor for students to provide feedback on what they learned.
- Ask what they found easiest or most
challenging and how they felt using English in practical situations.
Closure:
Highlight key points about the importance of
communicative competence and how they can continue practicing outside the
classroom.
Required
Resources:
-
Cards with phrases and commands
-
Sheets for conducting surveys
-
Sufficient space for group activities
Equipo:
Elizabeth
Aranthza Vargas Valle
Julissa
Simó Leal
ESTRATEGIA 7
THE DIRECT METHOD
The direct method is a lenguaje teaching approach thad emphasizes
direct communication in the target lenguaje. It avoids using the learners
negative language and focuses on speaking and listening skills. Grammar is
taught inductively, meaning students learn rules trought practice and examples
rather tan memorization. Vocabulary is taught trhough real-life contex, visuals
and demonstration.
Theachers use everyday situations, conversation and questions
to help students think and respond in the target language naturally. This
method promotes fluency and confidence in speaking.
Integrantes:
Evelin
Martinez Sandoval
Yenifer
Marín Moran
Mateo Darwin
Martinez Guzmán
Barbara
Zuleiby Martinez Martinez
ESTRATEGIA 6 Project-Based Learning (PBL
Project-Based
Learning
(PBL)
Concept:
Project-Based
Learning is a pedagogical approach that engages students in research and
problem-solving through meaningful projects. Instead of learning concepts in
isolation, students apply their knowledge in real and practical contexts.
Key
Characteristics:
1.Focus
on Questions or Problems:
- Projects often begin with a central
question or problem that students must investigate and solve. This generates
interest and motivation.
2.Active
Learning:
- Students are active participants in their
learning. They have the opportunity to explore, experiment, and make decisions
about how to approach the project.
3.Collaboration:
- It fosters teamwork. Students collaborate,
share ideas, and learn from each other, which enhances their interpersonal and
communication skills.
4.Integration
of Content:
- Projects can encompass different thematic
areas and disciplines, allowing students to make connections between English
and other subjects.
5.
Production of Results:
- At the end of the project, students
present their findings or final products, whether through oral presentations,
written reports, videos, or exhibitions.
Members:
• ESTEFANI MORALES GARCÍA
• UZIEL MARTÍNEZ ESCAMILLA
ESTRATEGIA 5
El método
grammar- translation.
Warm-up (5 minutes)
– TPR
The teacher says and mimes professions:Stand up if you hear
“doctor.”Raise your hand if you want to be a firefighter.Point to the picture
when I say “teacher.”
1.
Practice
(15 minutes) – TPR + Grammar
Simon Says – Professions Version
Simon says: act like a chef!
Simon says: write like a teacher!
Be a firefighter! (if they move, they’re out)
Sentence Matching Exercise (Grammar-Translation)
Match English sentences to Spanish translations.
Sentence Completion Exercise
She is a ______ (enfermera).
2.
Production
(10 minutes) – TPR + Translation
What do you do?
I am a ____. (mime the profession)
Then write two sentences:
One in English: I want to be a doctor.
One in Spanish: Quiero ser doctor(a).
3.
Feedback
(5 minutes)
Reinforce correct structures with gestures (TPR):
Touch head = subject
Touch heart = verb
Touch hands = action/movement.
integrantes del equipo:
Danny Salvador
Bonilla Castillo
Karol Jozet Rosales Gutiérrez
Elizabeth Hernandez
Herrera
There are many different teaching methods used in education today. Each method is designed to help students learn in different ways, depend...
