Phase 3- Educational and Pedagogical Practice
Kimberly Zulay Palacios Delgado
Yireth Sarai Quintero Díaz
Darly Katherine Barajas Jaimes
Ingrid Fernanda Delgado Calderón
Group 71
Universidad Nacional Abierta y a Distancia - UNAD
School of Education- ECEDU
Bachelor of Arts in Foreign Languages with Emphasis on English
March 2025
1. Links to the presentations
Student Link to the presentation
Yireth Sarai Quintero Diaz Presentation - Sarai Quintero
Darly Katherine Barajas Jaimes Presentation - Darly Barajas
Kimberly Zulay Palacios Delgado Presentation - Kimberly Palacios
Ingrid Fernanda Delgado Calderon Presentation - Ingrid Delgado
Table 1. Links to the presentations about English skills
2. Didactic Unit
DIDACTIC UNIT
Unit Component
Life is a journey: Talking
Title about experiences and
Get your students interested by using a catchy title. travel plans
Theme: Using past travel
Topic experiences and travel plans
to express memories and
future desires, applied to
social interaction through
verb tenses such as past and
future.
Grammar:
Use appropriately the
grammatical structures
through which past or future
experiences related to travel
are described, such as the
simple past, the past
continuous, the future (will or
going to) and structures such
as comparatives and
superlatives.
Vocabulary:
Incorporate vocabulary
related to the topic of travel,
such as: means of
transportation, destinations,
description of places,
elements used in travel,
vocabulary used in airports,
among others.
Reading:
Listening:
Writing:
Speaking:
Speak fluently and coherently
about past experiences related
to travel, as well as future
plans related to the same
topic, appropriately using
travel vocabulary, verb tenses
such as past and future,
connectors and some
grammatical structures that
provide much more context
to opinions.
8 hours (4 sessions of 2 hours
Time each one)
(number of hours & weeks) 4 weeks – a lesson per week
Main unit objective:
Unit Objectives Students will be able to
effectively communicate past
experiences and future
desires related to travel, using
verb tenses such as the past
and future, both orally and in
writing.
Lesson objectives
Lesson objective 1: Students
will know, understand and
identify the grammatical
structure of the SIMPLE
PAST, to talk about their past
trips
Lesson objective 2:
Lesson objective 3:
Lesson objective 4:
Main unit learning
outcome: By the end of this
unit, students will speak
confidently and accurately
about their own past travels
and travel plans, as well as
those of their classmates,
using appropriate PAST and
FUTURE tenses.
Lesson learning outcome
Course Learning Outcomes
Lesson objective 1: Students
correctly use the simple past
tense, with appropriate verb
forms, to describe their travel
experiences in complete
sentences.
Lesson objective 2:
Lesson objective 3:
Lesson objective 4:
What low-stakes assessments
Formative -Assessments will be used throughout the
Include a continuum of assessments so you can monitor unit?
progress, check for understanding, and determine
mastery of skills and concepts. How will students practice
60 formative assessment activities for summative assessments?
The unit will employ the
communicative language
teaching approach,
emphasizing authentic
communication through:
Teaching Method
Task-based learning
What teaching methods will be used to deliver
Cooperative learning
instruction?
strategies
How will content be scaffolded?
Scaffolded instruction
moving from guided
https://www.buffalo.edu/catt/teach/develop/design/
to independent
teaching-methods.html
practice
Information gap
activities
Modeling and guided
practice
Texts related to travel
Key Resources experiences
Include diverse and inclusive resources that will guide Audio and video
and support students. recordings of different
people talking about
their travel
experiences
Visual aids for
vocabulary and
grammatical
structures
Graphic organizers
for writing
assignments
Digital assessment
tools to reinforce
knowledge (Kahoot,
Quizlet, Educa play,
Wordwall)
Practice and review
materials (Flashcards,
digital guides,
educational links)
English level: B1 (MCER)
Age: 14-16 years
Student context Year: 9th grade
Student needs: Develop
Describe the student’s English level (MCE) speaking confidence, expand
Age range vocabulary related to travel
Grade and experiences, and master
Learner’s needs basic grammatical structures
to describe past experiences
and future travel plans
Lesson plans per sessions
Lesson 1 Session 1
Topic: Introduction Objective: Students will be able to use the simple past tense to
to Simple Past Tense form complete and coherent sentences, related to their past travel
experiences.
Student’s level: B1 Target skill: Target vocabulary:
(MCRE) Grammar and Travel experiences (types of trips, means
Speaking of transportation, descriptions of places,
Student’s age: 14 - Target grammar: trip elements, types of accommodation,
16 Past Simple Tense weather)
(affirmative, negative
and question)
Warm-up activity: Material: (mandatory)
Some flashcards are shown with frequently Flashcards with some questions in the
asked questions about travel, using the simple past tense on the topic of travel
past tense. This activity aims to provide a Flash Cards- Questions in past
brief introduction to the grammatical structure
of the verb tense, as well as how the topic
(travel) can be adapted to this tense.
Main activities Material: (mandatory)
Pre-stage: Pre-stage:
Introduce travel-related vocabulary Travel Vocabulary
using visual or audiovisual resources. Past Simple Structure
Students match words with pictures.
Present examples of sentences in the During Stage
simple past that describe travel Virtual Dice
experiences.
Explain the structure of the simple
past, using visual material to support
the explanation.
During-Stage:
To talk about some of their past trips,
students will form groups, where
through a game called Past Travel
Dice Game, they will answer
questions about their experiences
using the simple past structure.
In groups, students take turns
answering questions about travel
experiences using the simple past.
The teacher monitors and provides
feedback on the verb forms.
Post-Stage
Each student writes three sentences
describing interesting things about
their classmate experiences.
Students share interesting discoveries
about their classmate experiences.
Practice or Assessment Material: (mandatory)
Students complete a series of exercises in
which they must appropriately use the simple Past Simple - Exercises
past tense structure (affirmative, negative, or
question) in sentences related to travel
experiences.
Closure Material: (mandatory)
In pairs, students give a conclusion or lesson
from the class. Each group shows their conclusion on a
template similar to this one.
Homework/Follow-up Activity Example:
Each student designs an "Instagram Story"
of a trip using 3-4 photos (they can draw them
or use cutouts). Under each image, they write
a sentence in the past tense like:
"We arrived at the airport at 6 AM."
"I saw this amazing view from the hotel."
Lesson plan 2 Session 2
Topic: Objective:
Student’s level: (MCRE) Target skill: Target vocabulary:
Student’s age: Target gramar:
Warm-up activity: Material: (mandatory)
A brief activity to engage students and introduce the
lesson topic
Main activities Material: (mandatory)
List and describe the sequence of activities that will
guide students toward achieving the objective
State the pre – during -post stages
Practice or Assessment Material: (mandatory)
Methods or tasks used to practice and evaluate student
learning during or at the end of the lesson
Closure Material: (mandatory)
Summarize the lesson, review key points, and ensure
students have met the learning outcome
Homework/Follow-up Activity
(Optional: Assignments or activities to reinforce the
lesson content)
Lesson plan 3 Session 3
3.
Topic: Objective:
Student’s level: (MCRE) Target skill: Target vocabulary:
Student’s age: Target gramar:
Warm-up activity: Material: (mandatory)
A brief activity to engage students and introduce the
lesson topic
Main activities Material: (mandatory)
List and describe the sequence of activities that will
guide students toward achieving the objective
State the pre – during -post stages
Practice or Assessment Material: (mandatory)
Methods or tasks used to practice and evaluate student
learning during or at the end of the lesson
Closure Material: (mandatory)
Summarize the lesson, review key points, and ensure
students have met the learning outcome
Homework/Follow-up Activity
(Optional: Assignments or activities to reinforce the
lesson content)
4.
Lesson plan 4 lesson 4
Topic: Objective:
Student’s level: (MCRE) Target skill: Target vocabulary:
Student’s age: Target gramar:
Warm-up activity: Material: (mandatory)
A brief activity to engage students and introduce the
lesson topic
Main activities Material: (mandatory)
List and describe the sequence of activities that will
guide students toward achieving the objective
State the pre – during -post stages
Practice or Assessment Material: (mandatory)
Methods or tasks used to practice and evaluate student
learning during or at the end of the lesson
Closure Material: (mandatory)
Summarize the lesson, review key points, and ensure
students have met the learning outcome
Homework/Follow-up Activity
(Optional: Assignments or activities to reinforce the
lesson content)
3. Links to the Field Journal
Student Link to the presentation
Yireth Sarai Quintero Diaz
Darly Katherine Barajas Jaimes
Kimberly Zulay Palacios Delgado Field Journal - Kimberly Palacios
Ingrid Fernanda Delgado Calderon
4. Epica Participation
Figure 1. Epica Participation – Kimberly Palacios
Bibliographical References
