Informe Final de Componente

Práctico: Examen Complexivo

Student: Párraga Monar Andreina Isabel

Professor: Alberto Altamirano Pazmiño

Faculty: Facultad de Educación (FACE)

Major: Pedagogía de los Idiomas Nacionales y Extranjeros

Period: 2022
Table of Content
1. Introduction 3
1.1 Description and Justification 3
1.2 Pedagogical and Didactic Foundations 4
2. Curricular Planning 6
2.1 National Curriculum for English as a Foreign Language 6
2.2 Planning of Didactic Unit 8
3. Implementation Analysis of Didactic Unit 12
3.1 Reflection 12
3.2 Weaknesses and Strengths 13
3.3 Recommendations 15
4. References 16
References 16
5. Annexes 17
6. Liability Signatures 17
 1. Introduction
1.1 Description and Justification
This activity was planned in accordance with the curriculum of the major of Pedagogy
of National and Foreign Languages, as a fundamental part and requirement to be able
to graduate later and as a preparation aid to perform our future profession as
teachers, a stimulation to the real daily world that a teacher lives, and all the
responsibilities that must be fulfilled within the educational system, being an
important part of it.

This document saves relevant information based on an educational case previously

thought and designed in order to be solved through a lesson plan to obtain beneficial
results to not only highlight if not measure and evaluate the analysis, comprehension
and didactic teaching as the main art of education by the students of the Pedagogy
National and foreign languages’ s major.

In this analysis and study case, the following was stated ''You are going to teach an
EFL business class of 5 students, their level is between A1-B1. They are having a trip
to China for export purposes in six weeks. You must create a 20-minute speaking
lesson plan''. Five business people are taken as students, who have different levels of
proficiency in English, as a goal to achieve we must hold a class in order to help them
communicate on a future business trip where they will use English in order to express
and understand each other, the duration of the educational session will be only 20
minutes, where we will focus on what is possible to provide oral knowledge of
situations attached to the reality that the student will suffer in the next six weeks.

As we can see from the extensive analysis of the case, it follows that it will really be a
challenge for the English teacher to teach a business class such specific topics based on
reality for the development of one of the production skills within any language and
making an index to English as a second language, due to we will be teaching to speak
English in a specific content and not only teaching it academically spoken, since it is a
Content Language Integrated Learning .
The educational methods and strategies to be applied for the correct execution of this
class will be English acquisition techniques as a second language in order to obtain
positive results per student and about how identity is constructed and at the same
time how audiences are addressed and positioned, both improving the speaking skill
as the performance techniques according to the topic covered in the class, since we
have to keep in mind that these students are being prepared for a real execution of
content in an early future.

On the other hand, due to the difference that exists between the proficiency levels of
the students, we have decided to opt for using the peer assessment method where the
student with the greatest capacity and skill helps the one with the least, so that they
can also feel free to learn or to ask questions to their classmates directly before to the
teacher, and then we can share everything together to solve them and keep learning.

1.2 Pedagogical and Didactic Foundations

According to the study and application of the case, the first thing to highlight would be
the arduous investigation of methods and techniques when teaching content in
English, for which we base ourselves on breaking down different approaches focused
on the positive development of effective communication in English avoiding the
speaking anxiety that becomes a disadvantage when it comes to participation in
classes, participation that is essential for the development of the same skills referring
to the study by (Chou, 2018).

To start this session of the document, it must be taken into account that our speaking
lesson plan is located in the fourth of six weeks of constant learning in order to
prepare our 5 students to be able to develop both in performance as business people
and also using English as a universal language within China. Within the aforementioned
teaching methodological strategies, we have taken formative assessment as the main
educational teaching technique since it aims to measure student practices to reduce
failure rates and increase academic performance, because being in the direct role of
teacher we must need or need that our students can be able to obtain knowledge not
only based on their previous experiences with the topics but also on the production of
language in relationship with it.
According to (Wiesen, 2022) a teaching method is how the teacher explains or
teaches the material to the students so that they can learn it. There are many methods
that a teacher can use, and the methods chosen often depend on the teacher's
pedagogical philosophy and preferences. The methodology applied in this analysis is
CLIL (Content and Language Integrated Learning) because the selected class will be
teaching English language trade strategies. By teaching the business content, we use
English, referring to both learnings in order to prepare our 5 students to be able to
develop both as business people and in the use of English as an universal language in
China.

That is why (Wiseman, 2018) said that many teachers believe CLIL is the most natural
way to learn a language. Because students have real-world experience learning it, they
are often more motivated to do so because they can only get the most out of the
content by understanding the language around them. In addition, by focusing on
content, CLIL courses add an extra dimension to the curriculum and engage students,
which is particularly beneficial when students are not interested in learning the
language. CLIL also promotes deeper assimilation as students are repeatedly exposed
to similar language and its functions. It is required to generate and recall information
in their second language. In addition, it has the advantage that more subjects can be
taught in English, so students can become more familiar with the language, which
means they learn the language faster. This method encourages students to develop
21st-century skills such as critical thinking, creativity, communication, and
collaboration.

According to (Tien, Thuy Trang, & Bich Ngoc, 2021) ‘’Formative assessment shows us
how useful and impactful is engaging students in active acquiring knowledge, solving
teamwork business case studies, dealing with simulated business decisions instead of
taking final exams’’. In the methodological teaching strategies mentioned above, we use
this assessment as a pedagogical teaching technique because it is designed to measure
students' practices gradually in order to reduce error rates and improve academic
performance, because we must request or indicate directly to teachers that our students can
acquire knowledge not only based on their previous experience with the subject, but also by
developing a language appropriate to the subject. this method improves the learning
environment, it helps teachers easily identify a learner's needs. As a result, once teachers
understand the exact needs of students, they can create a constructive environment and use
cases to promote better learning. This is basically the idea of each of our classes at a
general level, and even more the simulation of real activities is focused through role-
play Activities for the development of both information performance skills and
communicative oral production according to the target to whom It is aimed.

On the other hand, the peer assessment method also has its fundamental approach in
relation to working with the formative assessment, since when working in groups we
are carrying out collective communication in accordance with the role of the student
and, in turn, it facilitates the evaluation of skills, strengths and weaknesses of each
student from the position of the teacher.

As a great advantage we have that we will only work with a small group of 5 adults, but
as a disadvantage we have the insufficiency or lack of level that the 5 students have
and that we will add that not all have the same level, that is where the evaluation is
Peer-to-peer stands out for the reasons of the already mentioned support group. Also,
we can apply a self-review assessment in a general way due to the small number of
students attending class, which is an individualized analysis in order to measure the
abilities and shortcomings of students in specific subjects, according to (Florjančič,
2020).

2. Curricular Planning
2.1 National Curriculum for English as a Foreign Language
Because our student target is a business class of 5 adults, we have chosen to use the
''CERF'' as a general reference framework when working with students with different
abilities within the levels of proficiency in English, according to stipulated in the case
study, same covered information by details in our speaking lesson plan.
Level Subject Curricular General Objectives Success Indicators
Skills

University Business Speaking and  (Performance) At the end Students can be able to:
class Business of class students will be
Content- Performance able to interact in a  Understand and use
Subject- Skills professional business familiar everyday
Languag meeting with the expressions and very basic
e entrepreneur from a phrases aimed at the
company to present a satisfaction of needs of a
new product or make concrete type.
professional connections
to master the business  Interact in a simple way
knowledge that they have provided the other person
learned during class. talks slowly and clearly and
is prepared to help.
 (Fluently) Students are
going to be able to
communicate using  Deal with most situations
appropriate phrases and likely to arise while
vocabulary according to traveling in an area where
their own level the language is spoken.

 Introduce themselves and

others and can ask and
answer questions about
personal details such as
where someone lives,
people they know and
things they have.

 Interact in a simple way

provided the other person
talks slowly and clearly and
is prepared to help.

 Produce clear, detailed text

on a wide range of subjects
and explain a viewpoint on
a topical issue giving the
advantages and
disadvantages of various
options.
 2.2 Planning of Didactic Unit

Within this point is where both the specific objective and the general ones applied to the performance of the class are developed. As a specific
objective we stipulate that ''Students will be able to produce and understand the basic strategies to interact in a conversation in a business
meeting focused on a real-life context'', and in the general ones we highlight two qualities related to the development of the situation raised in
a real and oral context, that is why we have developed objectives for both performance and speaking skills, which must be developed and
improved both at the same time.

Daily Lesson Plan

Group: 18 Date:16/09/22 Time: 20 minutes No. of students: 5
Recent topic work: How to handle a professional business
Recent Language work: English
meeting orally.
Aims:
Students will be able to produce and understand the basic strategies to interact in a business meeting’s conversation focused on a real life's
context.
Objectives:
 (Performance) At the end of class students will be able to interact in a professional business meeting with the entrepreneur from a
company to present a new product or make professional connections to master the business knowledge that they have learned during
class.
 (Fluently) Students are going to be able to communicate using appropriate phrases and vocabulary according to their own level.
Assessment:
 Can students discuss and carry out a topic using the performance techniques on keeping a professional conversation?
 Can students get a fluent business conversation to defend themself in a real business situation?
 Formative Assessment will be the way in which students are going to be evaluated in order to measure how helpful and successful the
class explanation was, for its correct managing in the future while the use of peer assessment according to the proficiency level in which
 students are.

Materials:
 PPT Slides https://unemi-edu-ec.zoom.us/j/84521982921?pwd=QXhHQ1BuK2hGNDlJMC96d3dGWTBNUT09
 Padlet activity https://padlet.com/aparragam/ezyv393rv79jg1or
 Youtube video https://www.youtube.com/watch?v=BGxcfIx-ETQ
 WordWall Roulette https://wordwall.net/resource/35580731

Anticipated problems:
 Limited interaction due to the different proficiency levels, so peer assessment will take an excellent role within students and the use of the
language.
 Students may get different opinions about how to present or performance a product, and at the same time the cultural exchange between
China cultural background and theirs.
 Some student might be shy enough at the time to manipulate the language and performance techniques.
 According to their English level (A1-B1) the use of it can be an issue, since they can get frustrated and confused easily.

Timing Teacher activity Student activity Success indicators

  Warm up - Brainstorming of
adjectives and related content
phrases. Students can be able to:
 Teacher is going to start the
 Students have to choose an
class handling a short activity  Understand and use familiar
image from the ones that the
about ''descriptive adjectives everyday expressions and very
teacher provided them, they will
and phrases’’ in order to basic phrases aimed at the
5 minutes have 2 minutes in order to
students can have a basic satisfaction of needs of a concrete
generate descriptive adjectives
vocabulary idea of how to get type.
words and phrase to describe the
characteristics by details from a
picture and then, in the following
product.  Interact in a simple way provided
5 minutes, they will have the
chance to explain and describe the other person talks slowly and
the product (1 minute by person) clearly and is prepared to help.

 Teacher is going to start this

part of the class asking  Content: Students must attend
questions mainly focused in the
the class in order to learn how to
content to get and activate
make a presentation to sell a
students' prior knowledge.
Then, teacher will explain the product in English through the
Students can be able to:
class’s content about how to use of performance techniques at
handle a professional business the same time. Students will be  Deal with most situations likely to
8 minutes free of asking questions anytime
meeting, in order to teach and arise while traveling in an area
motivate students to participate they want and need it, to get a where the language is spoken.
actively while learning at the better information about the
same time, also, teacher will be topic, since the topic will provide
in charge of solving doubts and them tips to enrich their prior
correct mistakes from the use of knowledge but using English this
the langue that can appear time.
during the explanation.
7 Minutes  Teacher is going to be on charge  Closing Activity: Students can be able to:
on the closing activity Students must work in groups in
explanation. He/she must order to participate in a role-Play  Introduce themselves and others
explain by details the activity in activity. and can ask and answer questions
order to provide good about personal details such as
information about what  In this part each student will where someone lives, people they
students have to do in the assume a role basically like sellers know and things they have.
activity. or company managers. The
manager should ask, analyze,  Interact in a simple way provided
 Teacher must encourage and give feedback about each the other person talks slowly and
motivation and creativity in product in an oral way. The clearly and is prepared to help.
both: performance and the use sellers should present the
of the language. product and give some reason to  Produce clear, detailed text on a
be bought by the company, so he wide range of subjects and explain
 While students will be creating or she should describe, a viewpoint on a topical issue
''the speech'', teacher has to mentioning its benefits, giving the advantages and
monitor the whole process to characteristics and other things disadvantages of various options.
avoid students get confused or that make the product
distracted and solve doubts that interesting.
can appear during it.
 Important Note:
Students are going to play with
same previous used warm-up
pictures in order to develop them
in a better way to create a
speech, since it helps them to
add a new and more structured
info from a prior knowledge
experience that the introductory
activity left from them.
Additional Possibilities:
 The use of the language can be considered like a difficulty or disadvantage *challenge* when students handle meetings, since it is a
Content-Language subject, so students must master both: Speaking and Performance skills.
 According to their level of English (A1-B1) They might not have the vocabulary enough to defend themself while practicing.

Homework / Further work:

 Assessment: The teacher will be measured both performance and speaking skills through using of descriptive adjectives and phrase to
evaluate students’ performance in a real context.
 Student must design a product to present and sell in a professional business situation, applying everything that they have learned from the
previous class, in an individual way.
 First, they have to design or search a new product from internet.
 Second, they have to find 5 new adjectives from internet to describe it in order to increase their own speech and English words.
 Then, they must write 5 connecting sentences to create a script through which they can guide themselves to the next step.
 Finally, they have to record their own work in a mx 2 minutes video.
 Submit it into the platform in the correct dateline.
 3. Implementation Analysis of Didactic Unit
3.1 Reflection
On the other hand, we have the development of the class, being the main topic ''How
to handle a professional business meeting orally'', with a general and specified
explanation within the format, which consists of three parts for the development and
execution of the class. class, the beginning activity or also called warm-up to activate
the prior-knowledge of the students, the same one that has the title ''Brainstorming of
Descriptive Adjective and Business Phrases''. As a second point after the activation of
prior knowledge, we will start with a simple explanation of some steps and tips to
follow and know for the students’ s professional performance in China. In this part it is
essential that the student can participate actively and communicatively by asking
questions or clearing doubts.

As a third point, the evaluation and closing activity in which we will develop a role-play
activity guided from the beginning activity but also being implemented with extra
contributing information from the explanation of the class, this so that the student
practices within classes and we can measure their acquired knowledge in a
participatory way and at the same time be able to correct errors and failures that they
may have.

Within the practice, active participation is expected from the student since the class
has a focus on the development of speaking and all oral production activities so that
students prepare for situations that they will experience in the near future. say that
the student will have mastery of the execution of the class, that is, this will guide the
teacher to monitor the class from a view with resolution according to their needs.

It is for this reason that our objectives are focused on improving performance
according to the case, knowledge that the student already handles in their mother
tongue, construction of these same topics to an English as a second language, for the
domain of those currently in English and through this way students will be able to
execute an effective communication within the real practice.
With the practice of the applied strategy, which was ''peer assessment'', it is expected
that each student maintains levels of support together with each other and effective
group work communication, not only in classes, but also within the trip and actions of
businesses that they will do in China. Regarding whether the orders given during
classes were correctly understood by the students, I can say yes, since all the activities
were carried out with order and at the same time with a touch of improvisation so that
they could develop in a natural way, and at the same time making the student feel free
to make mistakes, avoiding fear or shame to express themselves.

3.2 Weaknesses and Strengths

As in any classroom of any kind of teaching, there will always be skills, strengths and
weaknesses in which each student plays a very fundamental role, which the teacher
must note and analyze in order to control, monitor and overcome so that the class
reaches the same level, synchronizing the knowledge and skills according to the
continuing education of students.

The strengths and abilities found in this limited group of five students were the
followings:

 Same Target Knowledge:

Since the students are all business professionals, they are people who know a lot
about mannerism, ethics and morals when they find themselves executing a
business administrative meeting with foreign people, that gives us a very positive
point to the genuine development of the class, since they know much more about
the subject, and as a result we will have an effective communication, at least with
their mother tongue.

 Peer Assessment Strategy:

Another strength that will be developed within the classroom setting, we can
consider group work as a skill to be underdeveloped in the near future, not only
within a classroom but rather in a real-life context for it. which the students are
preparing to live in two more weeks. This group support method and strategy will
also be a benefit to the effective communication used within classes, due to the
development and improvement of individualized collective knowledge.

In addition, that as teachers we can generate individual knowledge at a collective

linear level to obtain a synchronized class speaking not of performance knowledge
but rather of language.

The Weaknesses that we have found in this limited group of five students were the
followings:

 Limited Interaction since Different Levels of English Proficiency:

Due to the different levels of proficiency according to the CERF reference

framework with which we are working within these educational sessions, we can
focus on this situation as a weakness of the class in general, since some students
have a higher level than others, and that becomes a disadvantage when developing
oral practices class, also, since we will only have 20 minutes to take separate
sections with the lower level student within the same class, to fill in the gaps,
which is why the peer assessment takes a suitable and fundamental role within the
session detailed above.

 Andragogy:

Given that the students are adults, with knowledge previously trained at the level
of their university business career, the development of the ideas of tips and
recommendations that will be developed during the class can be complicated, since
there is prior knowledge of the subject, but at the same time would be even more
complicated for the students due to the lack of attachment to the English language
as a second language, they will not want to act in class or will be ashamed of doing
it wrong and making mistakes.

/inserter cita/
 3.3 Recommendations
Regarding the weaknesses or challenges detected during the planning and
implementation process of the educational session, three basic processes were found
on which we base ourselves for their correct execution.

 On the other hand, the theoretical and methodological support that was used
to carry out this planning activity was structured based on what was dictated in
the previously detailed case study. In which we highlight a fundamental active
resource between adult students, their prior knowledge and the classroom,
from the point of view of (Diaz, 2018), who through his study tells us that
motivation will always be a main factor in the teaching of any language.

(British Council, 2018) ‘’Adults will need ‘top-up’ tuition throughout

their working life, as they move between different industries and
roles. Working adult learners will increasingly want flexible,
personalized, purpose specific and time efficient learning. Older
learners will be a source of demand for English language learning,
for keeping mentally active, travel and to communicate with family
living abroad.’’

 Due to the simulation of a class, in which we do not have real students, I was
able to analyze that the peer assessment method can help the teacher in many
aspects, such as the deduction of proficiency levels to the execution of the
practice in class in a real context, and even more so if it is a group of students
who carried out an action for which they are studying as a collaborative work
group, such as their trip to China.

 Another very important recommendation when managing the class is that it is

considered important for learning pedagogically, the constant use of English for
explanations, instructions and guidelines within the educational session, that is,
try to constantly use 90 percent of the language so that the student sharpens
 their productive skills. It is recommended to replace Spanish with easy words in
English or synonyms with supporting images for the correct understanding of
the subject.

4. References

British Council, B. (2018). www.britishcouncil.org. Retrieved from

https://www.britishcouncil.org/education/schools/support-for-languages/thought-
leadership/research-report/future-of-english-eu-2025?
_gl=1*1w36gnv*_ga*OTAwNTk2OTMxLjE2NjMyNzA1MjA.*_ga_X5M3D7HLQQ*MTY2
MzI3MDUxOS4xLjAuMTY2MzI3MDUxOS4wLjAuMA..&_ga=2.184542310.

Chou, M.-H. (2018, 10 21). onlinelibrary.wiley.com. Retrieved from

https://onlinelibrary.wiley.com/doi/abs/10.1002/tesq.455

Diaz, A. (2018, 09 14). www.britishcouncil.es. Retrieved from

https://www.britishcouncil.es/blog/claves-aprendizaje-ingles-para-adultos

Florjančič, V. (2020). Peer assessment among business students. ACADEMIA Accelerating the
world's research., 8-10.

Tien, N. H., Thuy Trang, T., & Bich Ngoc, P. (2021, 04 13). THE ROLE OF FORMATIVE
ASSESSMENT IN BUSINESS EDUCATION IN VIETNAM. PAL.ARCH journals, 1-2. Retrieved
from https://archives.palarch.nl/index.php/jae/article/view/7642

Wiesen, G. (2022, August 14). What Is a Teaching Methodology? Retrieved from Language
Humanities.org: https://www.languagehumanities.org/what-is-a-teaching-
methodology.htm

Wiseman, J. (2018, July 25). What is Content and Language Integrated Learning? Retrieved
from Pearson: https://www.english.com/blog/content-and-language-integrated-
learning/
 5. Annexes

No. Name and Description Link

https://www.canva.com/design/
 Canva Slides: This presentation was made DAFL38yEgkc/
with all the activities which are going to be LBT5yxtyp31P3JOMNf_n1A/edit?
1
carried out by the teacher in order to utm_content=DAFL38yEgkc&utm_ca
handle and explain the class. mpaign=designshare&utm_medium=li
nk2&utm_source=sharebutton

 Warm up - Brainstorming of adjectives

and related content phrases:

Students have to choose an image from

the ones that the teacher provided them,
https://padlet.com/aparragam/
2 they will have 2 minutes in order to
ezyv393rv79jg1or
generate descriptive adjectives words and
phrase to describe the picture and then, in
the following 5 minutes, they will have the
chance to explain and describe the
product (1 minute by person)

 Word-wall of Question: This roulette was

designed in order to measure the https://wordwall.net/es/resource/
3
knowledge acquired by the student after 35785451/lets-talk-about-it
practicing the contents, orally.

https://drive.google.com/file/d/
4  Speaking Lesson plan 1MzGp0mOSs46wBXLvkg147RzdmJPdkQ
Pr/view?usp=sharing

6. Liability Signatures

Made by: Revise and approve by:

Student’s name Professor’s name