Skill Development

 In this activity, I learned that every research project needs important elements, such as a clear purpose, methodology, title, research questions, expected results, and a theoretical introduction. After writing my first abstract, I received feedback, and this helped me see the areas that I did not fully understand about academic research writing. After the feedback, I still felt a little confused because I could not understand the maximum word limit. The feedback said 75 words, which was one quarter of 300, so I first corrected the abstract following that limit. Later, we received the instruction to turn the abstract into a presentation, so it could not be only 75 words. Because of that, I rewrote the abstract in almost 200 words and made a presentation based on it. Then I made the slides to show the work on improving the abstract This helped me learn that an abstract is not only a short text. It must include the main information about the study in a clear way. My study was about ...

  For this activity, I prepared and recorded a speech in English, and later I received corrections with the help of AI. I think this was a very useful experience because it allowed me to see my mistakes in a clearer way. Sometimes, when I write or speak, I know that something sounds wrong, but I do not always know exactly what the problem is. In this case, the feedback helped me identify specific mistakes in grammar, vocabulary, repetition, and sentence structure. What I liked most about this activity is that it was not only about correcting errors, but also about learning from them. The AI feedback gave me a better understanding of the areas I still need to improve and showed me that writing and speaking are both processes that require revision and practice. In that sense, this activity became an opportunity to reflect on my progress and on how technology can support language learning in a practical way. I really appreciate how much this activity helps me to improve myself. This a...

 When I check my writing with AI, I think my ideas are clear, but I still need to improve the way I express them in English. In my paragraph, I was able to organize the text with an introduction, advantages, disadvantages, and a conclusion. I also used some connectors like On the one hand , On the other hand , and In conclusion , which helped me give structure to my ideas. However, I can see that AI tells me that I need to be more precise, more natural, and better developed. The answers for the reading were: 1b, 2c, 3d, 4a, 5c, 6d The feedback from AI: Aspect My Writing How I Can Improve Clarity of ideas My main ideas are understandable, and my opinion is clear. I should explain my ideas with more detail and use clearer sentences. Organization My text has a basic structure: introduction, advantages, disadvantages, and conclusion. I should make sure each paragraph focuses on on...

This activity is a good example of how Task-Based Learning (TBL) can make language practice more meaningful. Instead of only completing grammar exercises, students use English in a situation that feels more real and practical. In this case, the topic is grocery shopping, and students practice countable and uncountable nouns as well as a, an, some, and any through interaction. What I find most interesting about this activity is that students are not only repeating grammar rules. They are using language with a purpose. The role play gives them a reason to communicate, make decisions, and solve a small problem, which is planning a dinner with a limited budget. This makes the activity more dynamic and helps students see language as a tool for communication I also think the structure of the lesson is very useful. The pre-task prepares students by reviewing vocabulary and grammar. The task gives them the opportunity to use language actively. Finally, the reporting and language focus ...

In our first presentation, we worked on CLIL and CBI , and this helped me understand that language learning can be more meaningful when it is connected to content from other subjects. Before this, I mostly thought of English classes as spaces to learn grammar and vocabulary. However, this presentation showed me that students can also learn academic content while developing their language skills. I found this very interesting because it makes English more useful and connected to real life. One of the most important things I learned is that both approaches connect language and content, but in different ways. CLIL gives importance to both, while CBI focuses more on using content as a way to learn language. This made me realize that teachers need to choose the approach carefully depending on their students and their goals. A clear example of this was the “Saving Water with Math” activity. In this lesson, students worked with mathematical ideas such as liters, milliliters, and problem so...

 In this blog entry, I want to reflect on my pronunciation improvement through two audio activities that I completed during my English learning process. The first audio is called “Introducing a Partner,” and the second one is called “Fly to London.” Both audios are important because they show different moments of my speaking practice and help me compare my progress. The first audio, “Introducing a Partner,” represents the beginning of this process. In this activity, I had to introduce another person using English. This task helped me practice basic speaking skills, such as presenting information, organizing ideas, and using simple vocabulary. However, at that moment, I noticed that my pronunciation was not very fluent. I sometimes paused too much, and I felt less confident when speaking. I was more focused on saying the correct words than on speaking naturally. The second audio, “Fly to London,” represents a later stage of my practice. This activity was connected to a task-bas...

 In this activity, students participated in “The London Connection Challenge,” a task-based language activity designed to help learners use English in a realistic airport situation. The main purpose of the activity was for students to practice communication while completing a clear mission: arriving at the correct boarding gate before time ran out. The context of the activity was a trip to the London Music Festival . Students imagined that they were in an airport and had only 20 minutes before their flight departed . Their flight number was ED-202 , and they had to find the gate number on the flight board, locate the Fast Track Security area, buy a quick snack, and reach the final gate on time. To complete the task, students used useful phrases such as: “Excuse me, where is the flight board?” , “How do I get to Gate ___?” , “Is there a shop near here to buy food?” , and “Is the security area straight ahead or do I turn left?” These expressions helped students communicate during...

In this activity, I reflected on the course SanaMente LibreMente and on how its ideas connect to teaching practice. The course helped me understand that mental health, peace culture, and addiction prevention are not separate from education. They are important parts of creating a safe and supportive classroom. One of the main ideas that stayed with me was the importance of emotional well-being . Students do not only need academic support; they also need to feel heard, respected, and safe. I also learned more about risk and protective factors , which made me realize that students’ behavior is influenced by many personal and social situations. Another key idea was prevention , because teachers can help create awareness and support before problems become more serious. This experience also made me think about my role as a future teacher. I believe it is important to talk about these topics with sensitivity, to avoid stigma, and to create trust in the classroom. At the same time, I underst...

Why Is Listening So Difficult for A2 Students? Listening is a key part of learning English, but for many A2 students, it is also one of the biggest challenges. Understanding classroom instructions and short audio texts is not always easy, especially when students hear new vocabulary, fast speech, or unfamiliar pronunciation. In conclusion, improving A2 students’ listening comprehension requires practical and supportive classroom strategies. Micro-listening routines and pre-listening support can help learners understand instructions and short audio texts more focused and confidently. These strategies not only make listening tasks easier but also give students more opportunities to participate actively in their learning process. Through Participatory Action Research, teachers can reflect on classroom challenges and test meaningful solutions in real contexts. This project shows that small changes in teaching practice can make an important difference in students’ comprehension, confide...