Teaching Materials Portfolio
EFL Literacy Development
Danilo Sepúlveda Arroyave Ana Valentina Zambrano Daniela Vergara Hereira Yisseth Nathalia Perdomo Díaz
October 2025
INDEX
target group
Justification and Literacy Needs
TEACHING MATERIALS
REFERENCES
REFLECTIONVIDEO
TARGET GROUP
Age: 14–16 years old CEFR Level: B1 (intermediate – able to produce connected texts but still limited in coherence, cohesion, and lexical range) Context: After-school language institute program. Mixed-ability teens aiming to strengthen academic writing and everyday communication for school assignments, exams, and social media use.
Justification
Literacy Needs
TEACHING MATERIALS
Writing Models Presentation
How To Write a Strong Paragraph: Infographic
Writing Emails: Example
Writing Prompts Set of Cards
WRITING MODELS: PRESENTATION
Literacy skill focus:-Cohesion and paragraph writing (using connectors: sequencing, contrast). -Structuring topic sentences, supporting details, and conclusions. Intended use: Group or individual practice. Best used during the introduction and guided practice stage. CEFR level & learner type: B1 learners, ages 14–16 (teens) Instructions -Teacher: model how connectors improve flow, then guide students in rewriting the sample paragraph with connectors. -Learners: apply connectors in the given activity and use the checklist to review their own writing..
Link to Canva Presentation (Click below)
HOW TO WRITE A STRONG PARAGRAPH: INFOGRAPHIC
Literacy skill focus-Paragraph structure: topic sentence, supporting details, closing sentence. -Use of cohesive devices for flow and clarity. Intended use: Whole-class or individual reference. Ideal for the post-presentation stage, after students learn about connectors, they see how these fit into a complete paragraph. CEFR level & learner type: B1 teens (14–16 years old). Instructions Teacher: Present the infographic as a visual summary of the writing process after the slide presentation. Highlight how connectors (from the slides) fit into topic, details, and conclusion. Learners: Use the infographic as a guide/checklist while writing.
WRITING EMAILS: EXAMPLE
Literacy skill focus-Writing emails: structure (greeting, opening, main paragraphs, closing, farewell, signature). -Organizing ideas into clear sections with appropriate tone. Intended use: Pair or individual practice. Best used in the application stage. CEFR level & learner type: B1 teens (14–16 years old). Instructions for implementation Teacher: Present the email example and highlight each section. Explain how cohesion devices and paragraph structure apply.
WRITING PROMPTS SET: ACTIVITY
Literacy skill focus:-Paragraph writing (topic sentence, details, conclusion) with cohesive devices (connectors). -Practice in different genres: opinion, narrative, and email writing. Intended use: Individual writing + peer review. Used in the development or closing stage. CEFR level & learner type: B1 teens (14–16 years old). Instructions for implementation Teacher: Display or hand out prompt cards. Guide students to write 5–7 sentence paragraphs. Learners: Write individually, then exchange work for peer review using a checklist (clarity, organization, connectors, accuracy).
Link to Writing Prompts Set (Click below)
CHECKLIST
ViDEO: reflection
REFERENCES
- Council of Europe. (2020). Common European Framework of Reference for Languages: Learning, Teaching, Assessment – Companion Volume. Council of Europe Publishing.
- KSE Academy. (2019, 14 noviembre). Cómo escribir un email para el Writing del B1 Preliminary (PET). https://kseacademy.com/cambridge/b1-preliminary-pet/writing/email/
- Hyland, K. (2003). Second Language Writing. Cambridge University Press.
- Nation, I. S. P. (2009). Teaching ESL/EFL Reading and Writing. Routledge.
Justification
We chose this group because teens aged 14–16 are in a key stage of moving from basic functional literacy to more academic literacy. At B1, they can write short narratives and opinion pieces but often struggle with organizing ideas logically, structuring paragraphs (topic sentence, development, closing), and using cohesive devices. Targeting this age and level allows us to bridge that gap by addressing skills that directly support both their schoolwork and their personal expression online.
Literacy Needs
Students need to strengthen their ability to write clear, structured paragraphs using topic sentences, supporting details, and conclusions. They also need practice applying cohesive devices (sequencing, cause–effect, contrast) to connect ideas smoothly. Since writing must be meaningful and relevant, learners should work with authentic genres such as opinion paragraphs, narratives, and emails. Finally, they need opportunities to apply strategies and review their own writing through guided models, visual aids, and peer feedback.
EFL Literacy Development - Teaching Materials Portfolio
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Created on October 7, 2025
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Transcript
Teaching Materials Portfolio
EFL Literacy Development
Danilo Sepúlveda Arroyave Ana Valentina Zambrano Daniela Vergara Hereira Yisseth Nathalia Perdomo Díaz
October 2025
INDEX
target group
Justification and Literacy Needs
TEACHING MATERIALS
REFERENCES
REFLECTIONVIDEO
TARGET GROUP
Age: 14–16 years old CEFR Level: B1 (intermediate – able to produce connected texts but still limited in coherence, cohesion, and lexical range) Context: After-school language institute program. Mixed-ability teens aiming to strengthen academic writing and everyday communication for school assignments, exams, and social media use.
Justification
Literacy Needs
TEACHING MATERIALS
Writing Models Presentation
How To Write a Strong Paragraph: Infographic
Writing Emails: Example
Writing Prompts Set of Cards
WRITING MODELS: PRESENTATION
Literacy skill focus:-Cohesion and paragraph writing (using connectors: sequencing, contrast). -Structuring topic sentences, supporting details, and conclusions. Intended use: Group or individual practice. Best used during the introduction and guided practice stage. CEFR level & learner type: B1 learners, ages 14–16 (teens) Instructions -Teacher: model how connectors improve flow, then guide students in rewriting the sample paragraph with connectors. -Learners: apply connectors in the given activity and use the checklist to review their own writing..
Link to Canva Presentation (Click below)
HOW TO WRITE A STRONG PARAGRAPH: INFOGRAPHIC
Literacy skill focus-Paragraph structure: topic sentence, supporting details, closing sentence. -Use of cohesive devices for flow and clarity. Intended use: Whole-class or individual reference. Ideal for the post-presentation stage, after students learn about connectors, they see how these fit into a complete paragraph. CEFR level & learner type: B1 teens (14–16 years old). Instructions Teacher: Present the infographic as a visual summary of the writing process after the slide presentation. Highlight how connectors (from the slides) fit into topic, details, and conclusion. Learners: Use the infographic as a guide/checklist while writing.
WRITING EMAILS: EXAMPLE
Literacy skill focus-Writing emails: structure (greeting, opening, main paragraphs, closing, farewell, signature). -Organizing ideas into clear sections with appropriate tone. Intended use: Pair or individual practice. Best used in the application stage. CEFR level & learner type: B1 teens (14–16 years old). Instructions for implementation Teacher: Present the email example and highlight each section. Explain how cohesion devices and paragraph structure apply.
WRITING PROMPTS SET: ACTIVITY
Literacy skill focus:-Paragraph writing (topic sentence, details, conclusion) with cohesive devices (connectors). -Practice in different genres: opinion, narrative, and email writing. Intended use: Individual writing + peer review. Used in the development or closing stage. CEFR level & learner type: B1 teens (14–16 years old). Instructions for implementation Teacher: Display or hand out prompt cards. Guide students to write 5–7 sentence paragraphs. Learners: Write individually, then exchange work for peer review using a checklist (clarity, organization, connectors, accuracy).
Link to Writing Prompts Set (Click below)
CHECKLIST
ViDEO: reflection
REFERENCES
Justification
We chose this group because teens aged 14–16 are in a key stage of moving from basic functional literacy to more academic literacy. At B1, they can write short narratives and opinion pieces but often struggle with organizing ideas logically, structuring paragraphs (topic sentence, development, closing), and using cohesive devices. Targeting this age and level allows us to bridge that gap by addressing skills that directly support both their schoolwork and their personal expression online.
Literacy Needs
Students need to strengthen their ability to write clear, structured paragraphs using topic sentences, supporting details, and conclusions. They also need practice applying cohesive devices (sequencing, cause–effect, contrast) to connect ideas smoothly. Since writing must be meaningful and relevant, learners should work with authentic genres such as opinion paragraphs, narratives, and emails. Finally, they need opportunities to apply strategies and review their own writing through guided models, visual aids, and peer feedback.