Integrative Practice II
Faculty of Foreign Languages
Carlos Alberto Solorio Vargas4°C
1ST MIDTERM - ORAL PRESENTATION
INTRODUCTION
Learners’ Profile
Leaners’ rofile
Learners’ Profile
Location: Griselda Álvarez Ponce de León Elementary School T.V.Teacher: Chantal Guadalupe Galván Larios & Emma María Ramírez Díaz Class: 5°A
Date & Time: Tuesday, Wednesday, and Thursday from 3:40 to 4:30 Number of Students: 30 Language Level: A2 Students’ Age: 9-12
Learners’ Profile
Needs Analysis
What they can do
What they should be able to do according to their level
What they can’t do
Best Course of Action for Teaching This Group Build their listening, speaking, and grammar skills while gradually improving reading and writing.
Teaching Methodology
- Communicative Language Teaching (CLT) – Focus on real-life communication
- Audio-Lingual Method (ALM) – Reinforce listening, pronunciation & grammar
Teaching Strategies Scaffolding, modeling, frequent Repetition, contextualized Learning and peer Interaction.
Classroom Management Strategies Routine and structure, pair and group work, use of visual cues, positive reinforcement, non-verbal signals.
Conclusion
In conclusion, the class has a positive environment with motivated students and good teaching. There are some challenges, like limited space, old equipment, and distractions. To improve learning, it would help to use materials better, have more organized activities, and add confidence-building exercises. With these changes, the class can improve even more.
Thanks!
- Larsen-Freeman, D. (2000). Audio-lingual method: Introduction. En M. Jerald, Audio-lingual method: Materials. United States Department of State. https://americanenglish.state.gov/files/ae/resource_files/audio-lingual-method.pdf
- Richards, J. C. (2006). Communicative language teaching today. Cambridge University Press. https://www.professorjackrichards.com/wp-content/uploads/Richards-Communicative-Language.pdf.
- Kravchenko, A. (2023, November 24). The history of the method: The Audio-lingual method. Grade University. https://grade-university.com/blog/the-history-of-the-method-the-audio-lingual-method
Learners' Profile
There are 30 students in the class, ranging from 9 to 12 years old, with an English level of A2. They are generally interested in learning English and often ask questions during class, though some hesitate to participate due to nervousness or self-doubt. Most students prefer working in groups, as teamwork helps them feel more confident when practicing English. While they attempt to use English with their teacher, they mostly communicate in Spanish with each other. They share common interests, such as expanding their vocabulary and improving their understanding of English through interactive activities. Many enjoy using flashcards, worksheets, and journals, as well as learning through games, role-playing, and physical objects. However, structured writing is challenging for them, as they need more guidance in organizing their ideas, and grammar, particularly verb tenses and sentence structure, remains difficult. Their vocabulary is at the expected level, but they struggle with complex words and expressions. In class, students generally follow instructions and show respect, responding well to the teacher’s guidance and motivation, especially through the reward system. Although there are no disruptive students, some get easily distracted or talk during lessons, requiring individual support to stay on task. Despite these challenges, they remain engaged in their learning process and respond well to structured activities, group work, and hands-on materials that reinforce their understanding.
What they can do
Reading – Level 1 (Below Expected) Read very short and simple texts.
Listening – Level 1 (Below Expected)Understand a few words or simple phrases when spoken slowly.
Speaking – Level 1 (Below Expected) Say basic phrases and short sentences about simple topics.
Writing – Level 2 (Below Expected) Write basic notes, messages, and personal letters with simple ideas.
Grammar – Level 1 (Below Expected) Use common sentence structures but struggle with accuracy. Vocabulary – Level 3 (At Expected Level) Use common vocabulary related to everyday topics like school and hobbies.
What they can't do
What they can’t do
Reading – Level 1 (Below Expected) Find specific information in texts ; understand full meaning without help.
Listening – Level 1 (Below Expected)Follow conversations on familiar topics; understand the main ideas of short audio recordings.
Speaking – Level 1 (Below Expected) Keep a conversation going without frequent pauses or repetition; describe people, places, or experiences clearly.
Writing – Level 2 (Below Expected) Organize their writing well or add details beyond basic ideas.
Grammar – Level 1 (Below Expected) Use correct verb tenses, subject-verb agreement, and sentence structure. Vocabulary – Level 3 (At Expected Level) Understand or use more complex words beyond everyday topics.
What they should be able to do according to their level
Listening – Level 1 (Below Expected)Follow slow, clear speech on familiar topics and grasp key points in short spoken texts.
Reading – Level 1 (Below Expected) Understand short, simple texts and locate specific information in everyday materials.
Speaking – Level 1 (Below Expected) Maintain a short conversation with some fluency, describing people, places, or experiences.
Writing – Level 2 (Below Expected) NWrite simple connected sentences with better organization and more detail.
Grammar – Level 1 (Below Expected) Use basic verb tenses and sentence structures correctly to form clearer messages. Vocabulary – Level 3 (At Expected Level) Recognize and use a wider range of words beyond everyday topics.
Integrative Practice II
CARLOS ALBERTO SOLORIO VARGAS
Created on March 23, 2025
Start designing with a free template
Discover more than 1500 professional designs like these:
View
Smart Presentation
View
Practical Presentation
View
Essential Presentation
View
Akihabara Presentation
View
Pastel Color Presentation
View
Terrazzo Presentation
View
Visual Presentation
Explore all templates
Transcript
Integrative Practice II
Faculty of Foreign Languages
Carlos Alberto Solorio Vargas4°C
1ST MIDTERM - ORAL PRESENTATION
INTRODUCTION
Learners’ Profile
Leaners’ rofile
Learners’ Profile
Location: Griselda Álvarez Ponce de León Elementary School T.V.Teacher: Chantal Guadalupe Galván Larios & Emma María Ramírez Díaz Class: 5°A
Date & Time: Tuesday, Wednesday, and Thursday from 3:40 to 4:30 Number of Students: 30 Language Level: A2 Students’ Age: 9-12
Learners’ Profile
Needs Analysis
What they can do
What they should be able to do according to their level
What they can’t do
Best Course of Action for Teaching This Group Build their listening, speaking, and grammar skills while gradually improving reading and writing.
Teaching Methodology
Teaching Strategies Scaffolding, modeling, frequent Repetition, contextualized Learning and peer Interaction.
Classroom Management Strategies Routine and structure, pair and group work, use of visual cues, positive reinforcement, non-verbal signals.
Conclusion
In conclusion, the class has a positive environment with motivated students and good teaching. There are some challenges, like limited space, old equipment, and distractions. To improve learning, it would help to use materials better, have more organized activities, and add confidence-building exercises. With these changes, the class can improve even more.
Thanks!
Learners' Profile
There are 30 students in the class, ranging from 9 to 12 years old, with an English level of A2. They are generally interested in learning English and often ask questions during class, though some hesitate to participate due to nervousness or self-doubt. Most students prefer working in groups, as teamwork helps them feel more confident when practicing English. While they attempt to use English with their teacher, they mostly communicate in Spanish with each other. They share common interests, such as expanding their vocabulary and improving their understanding of English through interactive activities. Many enjoy using flashcards, worksheets, and journals, as well as learning through games, role-playing, and physical objects. However, structured writing is challenging for them, as they need more guidance in organizing their ideas, and grammar, particularly verb tenses and sentence structure, remains difficult. Their vocabulary is at the expected level, but they struggle with complex words and expressions. In class, students generally follow instructions and show respect, responding well to the teacher’s guidance and motivation, especially through the reward system. Although there are no disruptive students, some get easily distracted or talk during lessons, requiring individual support to stay on task. Despite these challenges, they remain engaged in their learning process and respond well to structured activities, group work, and hands-on materials that reinforce their understanding.
What they can do
Reading – Level 1 (Below Expected) Read very short and simple texts.
Listening – Level 1 (Below Expected)Understand a few words or simple phrases when spoken slowly.
Speaking – Level 1 (Below Expected) Say basic phrases and short sentences about simple topics.
Writing – Level 2 (Below Expected) Write basic notes, messages, and personal letters with simple ideas.
Grammar – Level 1 (Below Expected) Use common sentence structures but struggle with accuracy. Vocabulary – Level 3 (At Expected Level) Use common vocabulary related to everyday topics like school and hobbies.
What they can't do
What they can’t do
Reading – Level 1 (Below Expected) Find specific information in texts ; understand full meaning without help.
Listening – Level 1 (Below Expected)Follow conversations on familiar topics; understand the main ideas of short audio recordings.
Speaking – Level 1 (Below Expected) Keep a conversation going without frequent pauses or repetition; describe people, places, or experiences clearly.
Writing – Level 2 (Below Expected) Organize their writing well or add details beyond basic ideas.
Grammar – Level 1 (Below Expected) Use correct verb tenses, subject-verb agreement, and sentence structure. Vocabulary – Level 3 (At Expected Level) Understand or use more complex words beyond everyday topics.
What they should be able to do according to their level
Listening – Level 1 (Below Expected)Follow slow, clear speech on familiar topics and grasp key points in short spoken texts.
Reading – Level 1 (Below Expected) Understand short, simple texts and locate specific information in everyday materials.
Speaking – Level 1 (Below Expected) Maintain a short conversation with some fluency, describing people, places, or experiences.
Writing – Level 2 (Below Expected) NWrite simple connected sentences with better organization and more detail.
Grammar – Level 1 (Below Expected) Use basic verb tenses and sentence structures correctly to form clearer messages. Vocabulary – Level 3 (At Expected Level) Recognize and use a wider range of words beyond everyday topics.