UNIVERSIDAD ESTATAL DE MILAGRO
FACULTAD DE EDUCACIÓN
Pedagogía de los Idiomas Nacionales y Extranjeros Modalidad en Línea
TEACHING PRACTICUM FINAL REPORT
foto del practicante
ITINERARY: AYUDANTÍA 2
LEVEL 6
KNOWLEDGE COMPREHENSIVE PROJECT
Investigación, diseño y construcción de metodologías, escenarios contextos y ambientes de
aprendizaje (convergencia de medios y aula invertida) en inglés y su aplicación en el
proceso de enseñanza-aprendizaje en educación general básica y bachillerato
SCHOOL INFORMATIVE DATA
NAME: Nela Martínez Espinoza
ADDRESS: Av. Argentina entre Chile y Panamá
INSTITUTION TYPE: PUBLIC ( ) PRIVATE (X) OTHER: …………………
TELEPHONE: 0968088222 CITY: Durán
STUDENT’S DATA
SURNAMES AND NAMES: Adriana Maribel Murillo Vélez
ID: 0705364792 TELEPHONE: 0995214710
DEGREE: TERM: 6to Level
START DATE: 02-04-2025 END DATE: 22/06/2025
ITINERARY: Ayudantía 2 PRACTICUM TOTAL HOURS: 184
PRACTICUM
PAID ( ) UNPAID ( X )
TYPE:
UNIVERSIDAD ESTATAL DE MILAGRO
FACULTAD DE EDUCACIÓN
Pedagogía de los Idiomas Nacionales y Extranjeros Modalidad en Línea
INTRODUCTION
During my teaching internship, I had the incredible opportunity to put into practice
everything I learned in the 6th Semester of National and Foreign Language Pedagogy,
under the guidance of Professor Ingrid Alina Urgiles Armendariz, in the Integrative
Class: Design and Development of Educational Resources and Strategies in English as
a Foreign Language (EFL). The experience took place in a virtual environment with 9th
grade students, and we focused on the topic "My Last Weekend." The objective was to
improve reading, vocabulary, and oral expression using the simple past tense. I
designed the class to be interactive, incorporating tools such as video conferencing,
chats, and group discussions. This activity allowed students to share their past
experiences while reinforcing grammatical structures through reading and listening
comprehension. The virtual environment offered a perfect space for guided participation
and active learning.
My internship took place at the Nela Martínez Espinoza Private School, an educational
institution dedicated to promoting inclusive and dynamic language learning. The
students showed great interest during the session, and their participation in small groups
and class discussions helped me assess their understanding. I used simple teaching
resources adapted to the online format, such as vocabulary lists, short readings, and
interactive conversation activities. The school staff and my mentor teacher provided
invaluable support throughout the process, giving me useful feedback after each class.
Their guidance allowed me to reflect on my strengths and areas for improvement as a
future English teacher.
This practical experience was a crucial step in my professional development. It helped
me connect theory with real-life classroom situations and adapt to the challenges of
online education. Planning and delivering a virtual class required flexibility, creativity,
and clear communication. I also developed skills that are essential for the future.
UNIVERSIDAD ESTATAL DE MILAGRO
FACULTAD DE EDUCACIÓN
Pedagogía de los Idiomas Nacionales y Extranjeros Modalidad en Línea
CONTENTS
SUMMARY OF PRACTICAL ACTIVITIES
This report provides a detailed summary of the tutoring practices carried out within the
National and Foreign Language Pedagogy program. The sessions were aimed at 9th-
grade students at the Nela Martínez Espinoza Educational Institution and focused on
developing skills such as reading, listening, speaking, and writing, all through the topic
"My Last Weekend," using the simple past perfect.
Appendix A – Tutoring Lesson Plan
The microcurricular planning focused on helping students understand and use the
simple past perfect to talk about their weekend activities. The objective was for students
to read a short narrative text and be able to identify main ideas and specific details.
The lesson was divided into three main stages:
• Warm-Up (5 minutes): The class started with a question: “What did you do last
weekend?” This allowed students to activate prior knowledge and share their
experiences. Key verbs such as went, played, watched, and visited were
introduced and written on the screen for all to see.
• Core Lesson (25 minutes):
o Pre-Reading: The teacher introduced 3–5 vocabulary words and asked
predictive questions.
o Reading: Students read the short digital story titled “My Last Weekend”
either individually or in pairs.
o Comprehension Check: Students completed comprehension questions
using worksheets or an online tool like Kahoot to test their understanding.
UNIVERSIDAD ESTATAL DE MILAGRO
FACULTAD DE EDUCACIÓN
Pedagogía de los Idiomas Nacionales y Extranjeros Modalidad en Línea
• Closure (15 minutes): Students compared their answers in pairs, followed by a
whole-class discussion to review the correct answers. The teacher also briefly
reinforced the use of the past tense, reviewing key structures seen in the reading.
This structure allowed students to progressively build comprehension and confidently
use the target grammar.
Appendix B – List of Teaching Resources
A variety of teaching resources were used to support student engagement and language
acquisition:
1. Vocabulary Introduction:
o Key verbs related to weekend activities were introduced through simple
visuals and shared via screen.
o Students copied words into the chat and created short example sentences.
2. Reading Activity:
o The story “My Last Weekend” was presented on screen.
o Students read the passage, identified the main ideas, and responded to
comprehension questions in the chat.
3. Listening Task:
o The story was read aloud by the teacher.
o Students listened and typed short answers to questions based on what
they heard.
4. Speaking Practice:
o Students discussed their own weekend activities in breakout rooms using
the past tense.
o Some students shared their responses aloud in the main room.
5. Writing Task:
UNIVERSIDAD ESTATAL DE MILAGRO
FACULTAD DE EDUCACIÓN
Pedagogía de los Idiomas Nacionales y Extranjeros Modalidad en Línea
o At the end of the session, students wrote 3–4 sentences about their own
weekend using the target grammar.
o They sent their responses in the chat and received oral feedback from the
teacher.
These resources promoted active student participation and helped reinforce the lesson
objectives across all four language skills.
Appendix C – List of Tutoring Class Participants
A small group of 9th grade students from Nela Martínez Espinoza Educational Institution
attended the tutoring session. Each of them contributed something unique to the
session, and their individual performance was observed and recorded to assess their
commitment to the lesson objectives.
Jesús Gabriel Machado stood out for his high level of participation throughout the online
class. He was active in all proposed activities and confidently shared a detailed
summary of his weekend experiences in English, using the simple past tense effectively
and incorporating the vocabulary introduced during the warm-up phase. His enthusiasm
helped create a positive and collaborative learning environment.
Nyrah Anahi Macas Murillo showed great interest in the reading portion of the lesson.
She was attentive and participated when prompted, demonstrating a solid command of
key vocabulary related to the weekend's activities. She used this vocabulary
successfully in context, describing her own past experiences with appropriate grammar
and clarity.
Luis José Maldonado Rojas demonstrated excellent listening comprehension. He was
able to answer the comprehension questions accurately, both orally and in writing. His
answers showed that he had followed the reading and listening tasks closely, and he
was confident in sharing his ideas with the class.
UNIVERSIDAD ESTATAL DE MILAGRO
FACULTAD DE EDUCACIÓN
Pedagogía de los Idiomas Nacionales y Extranjeros Modalidad en Línea
Justin David Naranjo Procel appeared a little shy at the beginning of the session but
gradually became more engaged as the class progressed. Despite his reserved nature,
he made valuable contributions by reading aloud and forming complete sentences to
describe his weekend. His efforts reflected a growing confidence in using English in a
communicative setting.
Overall, the students displayed a receptive and collaborative attitude. Although some
needed a little support from time to time, especially with recalling vocabulary or
structuring sentences, all made an effort to participate. The use of pair work rooms
proved especially effective in encouraging spontaneous speaking practice and peer
interaction. The classroom environment was very welcoming and motivating, facilitating
the balanced and integrated development of the students' reading, listening, speaking,
and writing skills.
Appendix D – Tutoring Class Video
A tutoring session was recorded to document the teaching process. The video illustrates
how the lesson plan was implemented, the integration of teaching resources, and the
interaction between the teacher and students. Here is some evidence:
- Clear instructions
- Use of digital tools for reading and vocabulary reinforcement
- Active participation in speaking and writing activities
- Teacher feedback and classroom management strategies
This video becomes a valuable resource for future reflection and analysis, as it highlights
both strengths and areas for improvement in virtual language teaching.
UNIVERSIDAD ESTATAL DE MILAGRO
FACULTAD DE EDUCACIÓN
Pedagogía de los Idiomas Nacionales y Extranjeros Modalidad en Línea
ANALYSIS
INTERNSHIP EXPERIENCE ANALYSIS
During my internship in the Teaching of National and Foreign Languages program at
UNEMI, I had the incredible opportunity to teach a 45-minute virtual class to ninth-grade
students, focusing on the use of the simple past tense through the topic "My Last
Weekend." This experience was truly enriching and allowed me to put into practice the
knowledge I acquired in the Integrative Course: Design and Development of Educational
Resources and Strategies in EFL.
Thanks to this course, I developed essential skills in lesson design, the implementation
of active educational strategies, and the assessment of learning in online environments.
In particular, the content on Testing, Measurement, and Evaluation and The Language
Assessment in Teaching-Learning English were essential for creating effective
assessment activities during the class. For example, I designed comprehension
questions that students answered using tools like Kahoot and interactive forms, which
allowed me to measure their reading and listening comprehension skills.
During the session, students participated in integrated activities that included reading a
short text, comprehension exercises, paired conversations, and writing about what they
did last weekend. These tasks were planned based on what they learned in the
Creativity and the Standards eBook, seeking a dynamic and contextualized approach.
The use of visual resources, interactive chats, and breakout rooms facilitated interaction
and collaborative learning.
Furthermore, the principles I reviewed in Teaching in the Online Classroom helped me
manage the class smoothly, controlling time, using digital tools effectively, and
maintaining the group's attention. This course also allowed me to develop the ability to
provide timely feedback, both verbally and in writing, during and after activities.
UNIVERSIDAD ESTATAL DE MILAGRO
FACULTAD DE EDUCACIÓN
Pedagogía de los Idiomas Nacionales y Extranjeros Modalidad en Línea
Among the skills I was able to demonstrate were digital pedagogical planning,
management of virtual platforms, online formative assessment, and creativity to
maintain motivation. I felt especially comfortable guiding students in practicing
grammatical structures through reading and speaking, and I noticed a progressive
improvement in their ability to use the simple past tense correctly.
However, I also faced some challenges. One of the most significant was the instability
of some students' connections, which caused interruptions in their participation. To
address this, I implemented strategies such as allowing responses via chat, sending
activities after class, or allowing more time for certain assignments. Another challenge
was managing time in the virtual environment, as some activities required more attention
than I had anticipated. I learned to adjust the pace of the class by prioritizing the main
objectives.
Despite these challenges, the experience had many positive aspects. The students
showed a great willingness to learn, actively participated, and were able to express their
own experiences in English. The class was dynamic, engaging, and reflected the
methodological principles I studied during my degree. Furthermore, the environment
was ideal for collaborative learning, which strengthened my confidence and reaffirmed
my calling to teach.
In short, this teaching experience not only allowed me to put into practice what I've
learned theoretically but also strengthened my skills as a future English teacher. The
key to the class's success was the combination of effective planning, the use of
appropriate resources, and an active methodology aligned with teaching standards. This
experience inspires me to continue improving my skills and offering quality, student-
centered teaching.
UNIVERSIDAD ESTATAL DE MILAGRO
FACULTAD DE EDUCACIÓN
Pedagogía de los Idiomas Nacionales y Extranjeros Modalidad en Línea
CONCLUSIONS AND RECOMMENDATIONS
Conclusions
• The teaching internship was a key and transformative stage in my academic
training as a student in the National and Foreign Language Pedagogy program
at UNEMI. It gave me the opportunity to connect theory with practice, especially
through a 45-minute online class focused on the simple past tense for 9th grade
students. This experience not only reinforced my pedagogical and linguistic
knowledge but also underscored the importance of being creative, adaptable, and
communicative in the classroom, especially in virtual environments.
• One of the highlights of the internship was the opportunity to put into practice
lesson planning strategies, assessment techniques, and educational resources I
learned in the Integrative Course: Design and Development of Educational
Resources and Strategies in English as a Foreign Language (EFL). Concepts
such as formative assessment, interactive lesson design, and the use of online
tools were fundamental to improving the quality of teaching and fostering student
engagement. Additionally, I had the opportunity to hone my skills in giving
feedback, classroom management, and promoting meaningful participation.
Recommendations
• Registration and Institutional Matching: To make the internship process more effective,
it would be ideal to have clearer guidance at the beginning of the semester. A step-by-
step orientation or information session could make it easier for students to register,
select, or be matched with an educational institution, ensuring they begin their
internship on time.
UNIVERSIDAD ESTATAL DE MILAGRO
FACULTAD DE EDUCACIÓN
Pedagogía de los Idiomas Nacionales y Extranjeros Modalidad en Línea
• Communication with the Internship Department: It is essential to improve both the
frequency and clarity of communication between internship coordinators and students.
It is suggested that response times to inquiries be reduced, and that follow-up emails
or announcements be consistent to avoid any confusion.
• Institutional Matching: When matching students to schools, it is important to consider
their location, availability, and access to technology, especially for online learning. This
will contribute to a smoother and more meaningful internship experience.
UNIVERSIDAD ESTATAL DE MILAGRO
FACULTAD DE EDUCACIÓN
Pedagogía de los Idiomas Nacionales y Extranjeros en Línea
APPENDIX A – PLANNING FORMAT
MICRO CURRICULAR PLANNING
Students will read a short narrative in the Simple Past tense, identify
GROUP: 9th grade LESSON OBJECTIVE: main ideas and specific details related to past weekend activities.
Students will demonstrate understanding through a set of
comprehension questions.
TOPIC: MY LAST WEEKEND-SIMPLE PAST TENSE
STAGE TIME PROCEDURE
• Ask students: “What did you do last weekend?” Let a few students share. Write
Warm Up 5 minutes common verbs (went, played, watched) on the board.
• Pre-Reading (5 min): Introduce the topic of the story. Pre-teach 3–5 key
vocabulary words (e.g., park, stayed home, visited, tired). Ask prediction questions
Core Lesson 25 minutes like: “What do you think happened in the story?”
• Reading (10 min): Students read the short passage “My Last Weekend”
individually or in pairs.
• Comprehension Check (10 min): Students answer comprehension questions
individually via worksheet or online quiz (Kahoot). Focus on who, what, where, and
when.
• Pair Feedback (5 min): In pairs, students compare their answers and explain why
they chose them.
Closure 15 minutes • Class Review (5–10 min): Teacher checks answers with the class. Discuss tricky
parts and key information. Briefly reinforce the past tense structure seen in the
story.
UNIVERSIDAD ESTATAL DE MILAGRO
FACULTAD DE EDUCACIÓN
Pedagogía de los Idiomas Nacionales y Extranjeros en Línea
APPENDIX B – LIST OF TEACHING RESOURCES
STUDENT NAME: ADRIANA MURILLO VÉLEZ ID: 0705364792
PROGRAM: PEDAGOGÍA DE LOS IDIOMAS LEVEL: 9NO GRADE
NACIONALES Y EXTRANJEROS
EDUCATIONAL INSTITUTION: NELA MARTINEZ ESPINOZA
No. CONTENT LEVEL DESCRIPTION EVIDENCE
• Vocabulary
The teacher introduced words like copied in chat
Vocabulary:
went, stayed, visited, watched using • Students
1. Weekend 9th grade
simple pictures and example created
Activities
sentences shown via screen sharing. sentences using
new words
2. Reading: Past 9th grade Students read a short digital story
Tense Narrative titled “My Last Weekend”, shown • Students
on screen. They read individually answered
and then identified main ideas and questions in
details. chat
• Key ideas
discussed orally
3. Listening: 9th grade The teacher read the same story • Answers shared
Comprehension aloud. Students listened carefully in chat
Check and typed short answers to • Teacher verified
comprehension questions focused on participation
past events.
4. Speaking: Past 9th grade Students worked in pairs in breakout • Student
Experiences rooms to talk about what they did participation in
last weekend using the past tense. breakout rooms
Some shared their answers with the • Sentences
whole class. shared in main
room
5. Writing: Personal 9th grade At the end of the class, students • Sentences sent
Recount wrote 3–4 sentences about their own in chat
weekend using the past tense and • Teacher gave
shared them in the chat. oral feedback
UNIVERSIDAD ESTATAL DE MILAGRO
FACULTAD DE EDUCACIÓN
Pedagogía de los Idiomas Nacionales y Extranjeros en Línea
APPENDIX C – LIST OF PARTICIPANTS IN TUTORING CLASS
STUDENT NAME: Adriana Murillo Vélez ID: 0705364792
PROGRAM: Pedagogía De Los Idiomas Nacionales y Extranjeros LEVEL: 9NO GRADE
EDUCATIONAL INSTITUTION: Nela Martínez Espinoza
STUDENTS GENERAL INFORMATION
No Last Name Given Name ID Grade/Level Comments
1 Machado Jesús Gabriel N/A 9th Grade The student participated
actively during the online
session, confidently sharing a
detailed summary of her
weekend activities in English.
2 Macas Murillo Nyrah Anahi 9th Grade She showed interest in the
reading task and used
appropriate vocabulary to
describe her past weekend
experiences.
3 Maldonado Rojas Luis José 9th Grade He demonstrated good
listening skills and was able
to answer comprehension
questions related to the
reading topic with accuracy.
4 Naranjo Procel Justin David 9th Grade Although the student was
initially shy, he contributed
positively by reading aloud
UNIVERSIDAD ESTATAL DE MILAGRO
FACULTAD DE EDUCACIÓN
Pedagogía de los Idiomas Nacionales y Extranjeros en Línea
APPENDIX D – TUTORING SESSIONS ( VIDEO)
STUDENT NAME: Adriana Murillo Vélez ID: 0705364792
PROGRAM: Pedagogía De Los Idiomas Nacionales y LEVEL: 9TH GRADE
Extranjeros
EDUCATIONAL INSTITUTION: Nela Martínez
Espinoza
CLASS VIDEO
CLICK HERE
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