Final Project

 The present project helps children learn about animals and their homes in English. The activities are fun and easy to understand. Students will see pictures, play games, and answer questions. This way, they will remember the names of animals and where they live. The project is designed for 7 and 8-year-old students who are learning basic English.

Objectives:

• The students will learn to say and recognize the names of many different animals in English. They will practice saying the words clearly and remember the animal names through fun activities like games and pictures. This will help them feel more confident when talking about animals in English.
• Students will also learn about where animals live. They will discover different homes or habitats like the forest, the ocean, or the desert. They will connect each animal to its correct home by matching pictures and words, which will help them understand the world of animals better.
• The project will help students improve their listening and reading skills in English. They will listen to short stories, songs, or descriptions about animals and their homes. Then, they will read simple sentences that talk about animals, helping them practice new words and how to use them in context.

In view of the above, the activities proposed were as follows:

First activity - Memory Game Remembering A1- Reading & Listening

This activity is designed for children aged 7 and 8 who are learning English at an A1 level. It focuses on helping students recognize and pronounce the names of animals in English through a digital memory game.The game uses visual cards inspired by the game Adopt Me on Roblox. When the student clicks on a card, it flips to show an animal picture and plays the pronunciation of the animal's name. The task is to find the matching written word that corresponds to the image and sound.

This activity supports the development of reading and listening skills. Students connect spoken and written English while practicing vocabulary related to animals. The matching format also encourages memory and attention.

Learning Objective:

By the end of the activity, students will be able to recognize and say the names of animals in English by matching animal pictures in a memory game inspired by Adopt Me.

 

 Second activity about Crossword Guess the Habitat! - Apply What You Read ( Remembering A1- Reading & Listening)

The present activity is focused on reading and writing skills by using a crossword puzzle with clues that include descriptive adjectives.

Students read short descriptions that include adjectives to describe either animals or habitats. Based on the information, they must complete the crossword by writing the correct word in the grid. For example, they might read a clue like “This animal is small, green, and jumps” and write the word “frog.”This activity helps students practice vocabulary related to animals and environments while also using basic adjectives. It also encourages reading comprehension and spelling through context-based clues.

• Students will connect words to real contexts by reading and matching descriptions with the correct animals or habitats.
• Students will learn to read and understand short descriptions of animals and their environments.
• Students will improve reading comprehension and critical thinking by identifying key details in written clues.
• Students will be able to recognize common animals and describe their habitats using basic adjectives.
• Students will apply their knowledge of adjectives and animal vocabulary by solving a crossword puzzle using clues.

 

  Third activity- Trivia Understanding A1- Reading

This activity focuses on helping students review and apply vocabulary related to animals and their habitats. It consists of a multiple-choice trivia quiz. Students read simple questions in English and choose the correct answers from four given options. Also, this activity supports vocabulary development and reading comprehension at an A1 level. It also helps learners improve their ability to recognize key information and make connections between animals and their environments.

Learning objective:

By the end of the activity, students will be able to remember the names of animals and habitats in English, understand where animals usually live, and apply this knowledge to answer multiple choice questions correctly. This task will help students build their vocabulary and improve their reading comprehension through contextualized use of language.

Fourth activity - Multiple choice

This activity aims to help students identify, compare and classify key information from the text they read, such as characters, actions and animals observed, reinforcing their reading comprehension. It also aims to develop students' ability to analyze relationships within the text, such as who does what and where each action takes place. This task fosters critical thinking at a basic level of English, allowing them to organize information and make connections between story elements.

Instructions to do the activity

Read the short story: "A Day at the Zoo."

Anna and Tom go to the zoo. Anna sees a big elephant.

“Look! It’s so big!” says Anna.

Tom sees monkeys. They jump and play.

“The monkeys are funny,” says Tom.

Then they see a lion sleeping.

“Shh! The lion is sleeping,” says Anna.

Tom laughs. “Let’s go see the giraffes!”

Anna and Tom have fun at the zoo.

Look at the sentences or pictures in the activity.

Think about what happens in the story.

Choose the correct answer that matches the text.

Check your answers when you finish.

Reason of using this activity

For seven-year-olds, this type of activity is essential because it helps them develop higher cognitive skills, such as comparison and classification, even at a basic level of English. It also fosters attention to detail, improves reading comprehension and reinforces independent learning from an early age. Tailored to their age and level, this activity also maintains interest and motivation through engaging and visual content.

Why does it fall into Bloom Digital Taxonomy's “Analyze” category?

This activity is classified in the Analyze category because students not only understand the text superficially, but they must distinguish, organize, and relate key elements within the story. For example, they must identify which character saw which animal, or who said a certain phrase, which involves breaking down information and recognizing patterns and relationships. 

Fith activity - Organize the sentences

The students develop the ability to evaluate and judge the logical sequence of a simple story in English. Children must decide on the correct order of paragraphs based on temporal and causal coherence. This fosters reading comprehension, critical thinking and the ability to make decisions based on their interpretation of the content. In addition, it promotes reflection on which action occurs first and why, strengthening reading skills and discourse organization.

Instructions

Read the four short sentences about Lily and the puppy.

Think about what happens first, next, and last.

Drag the sentences to put them in the correct order.

When you finish, check to see if the story makes sense.

Why does it fall into Bloom Digital Taxonomy's “Evaluating” category?

This activity belongs to the “Evaluate” category because it requires the learner to judge and decide the most logical order of the events presented in the text. It is not enough to remember or understand; the learner must evaluate the relationship between actions and mentally justify why one event comes before or after another.

Some key verbs in this category include:

• Judge
• Decide
• Justify
• Choose
• Critique
• Recommend

Importance of the activity

This activity is important for 7-year-old students because it stimulates deep reading comprehension from an active approach. Children learn to reconstruct a text logically and make reasoned decisions, which strengthens not only their English, but also their cognitive development. At the same time, they are motivated because they participate actively and meaningfully in constructing the meaning of the text. 

Sixth activity - Describe the animal

The objective of this activity is to foster students' ability to create simple oral descriptions combining the vocabulary learned about animals and their characteristics. This practice also allows them to express themselves freely, make linguistic decisions and actively participate in language production.

Instructions

Look at the sentences about the penguin.

Each sentence has a blank space. Think of a word you know fits.

Click the microphone icon and say the complete sentence with your word.

Try to be creative! Use your vocabulary about animals, colors, body parts, and actions.

Review your recording and repeat it if you want to improve.

Why does this activity belong in the “Creating” category of Bloom Digital Taxonomy?

This activity is classified in the “Create” category because it requires students to generate original content from incomplete structures by selecting appropriate words and combining them into complete sentences through oral production. It is not just about remembering or choosing an answer, but about producing something new and personal that demonstrates their understanding and mastery of vocabulary, as well as their ability to express themselves in English.

Importance of this activity on the Bloom Digital Taxonomy

For 7-year-olds, this activity offers a meaningful way to gain confidence in speaking English, allowing them to play with language in a safe and creative space. By recording their voices and choosing their own words, they improve essential communication skills such as pronunciation, vocabulary use and fluency. This freedom not only encourages divergent thinking, but also deepens their emotional engagement with language learning.

Conclusion

This project gives young students a playful and meaningful way to start learning English. Through activities that mix images, games, and short texts, children begin to connect words with real-life contexts. Each task is carefully designed to help them grow from simply recognizing vocabulary to using it creatively in their own speech. More than just practicing language, these exercises also support thinking skills such as identifying, comparing, and building ideas—essential tools for young learners as they begin their language journey.

Offline English Activities with Lumi

No Internet, No Problem

Let’s face it—technology is a huge part of how we teach today. But what happens when the internet cuts out or you’re in a place where Wi-Fi just isn’t reliable? That’s where offline teaching comes in. Having activities that don’t depend on an internet connection can save your lesson and keep students engaged without missing a beat.

One tool we’ve found super helpful is Lumi. It lets you create fun, interactive activities—like quizzes, matching games, or listening exercises—and export them in HTML format. That means you can open them in any browser without needing to be online. It’s a simple way to bring tech into your classroom while staying prepared for anything.

To put this into practice, we’ve created a few interactive activities using Lumi that focus on key English skills: reading, listening, writing and speaking.

To download the full set of activities, click on the gift below and enjoy the material—ready to use anytime, even offline!

My opinion about "Coding" documental on Netflix

Have you ever wondered to what extent our daily lives depend on invisible codes? In a world where technology is deeply used in our routines, we often overlook the complexity behind our screens.For this reason, the purpose of this website is to raise awareness about the relevance of learning programming language in our classrooms.

Nowadays, we have normalized the use of technology without noticing that a small group of people have started building another planet on our planet, a “virtual reality”. In fact, the world currently works with code when we use social media or any technological device. Due to this fact, it is important that as users of this new era we understand the “holes” of this machine language; codes that represent patterns, music or sentences. For this reason, it is really important this topic in academic spaces because when a teacher explains how the virtual world works, students could understand the complex and relevant wonders of the virtual world since this world is part of our daily life and each aspect of its evolution is part of us and is relevant to know. For instance, machine language in this case “binary code” is equivalent to “morse code” in our human language and this way of communicating is what gives place to that we know as “algorithm” and it is really just a set of directions.
The previous example is a good way to understand that we are not far away from understanding this programming language because in our society we have a lot of different languages to communicate our ideas such as machines with different languages (C++, Ruby, Java, etc). Also, when someone explains something about computers, we immediately think that this topic is so complex but machines are like us, the human body is so complex but it is not impossible to understand.

In schools and colleges this knowledge should be essential because when we are not able to understand programming knowledge we would be ignoring a new universe that is growing every day in our faces. At the same time, a fact is that we are living with Artificial Intelligence and it uses a lot of algorithms that sometimes could be used in a bad way instead of using them with the necessary knowledge.

In conclusion, learning programming is very important because we live in a world full of technology. Computers and artificial intelligence are part of our daily lives, and understanding how they work helps us to be better prepared for the future. Programming is not too difficult; it is like learning a new language. Also, schools should teach it so students can understand and use technology in a smart way.

Created by:Leidy Saavedra 

Listening activity (Song) - Present simple

Why did we choose it?

 We choose the song "Take me out by Franz Ferdinand" because this song engaging for students and has repetitive structures that help identify the use of Present Tense in a informal or natural context. Also, this song has a rhythm that makes the language more easy and a funny way to practice.

 
What is the song about?

The song is about someone who wants to escape from a situation and is asking another person to take them out. It expresses desire, frustration, and a sense of urgency, which students can relate to or interpret in different creative ways.

 
What vocabulary/grammar we use? 

The focus is on identifying and practicing present simple tense verbs and vocabulary related to feelings, actions, and daily situations. The students will recognize verbs in the present form and analyze how they are used in the context of a song

Opinion 1 - Leidy Saavedra

I consider the use of the song Take Me Out by Franz Ferdinand to be an effective pedagogical tool for practicing the simple present tense with sixth grade students. This song contains clear structures of the present simple tense that allow students to identify and analyze the use of the verb tense in a real and meaningful context. 

Also, I consider thah the use of music as a didactic resource also stimulates auditory memory and favors the retention of vocabulary and grammatical structures. Therefore, working with this song not only strengthens the recognition and use of the present simple, but also connects learning with a pleasant and culturally enriching experience.

Opinion 2 - Jonathan Roa

I honestly think Take Me Out by Franz Ferdinand is a fun way to help sixth graders with the simple present tense. It’s not just about grammar rules—it’s about making learning feel cool and relevant. Music like this can really grab their attention, and when you make lessons fun, they’re more likely to remember what they’ve learned. Plus, the fact that the students already enjoy the song means they’re more likely to pay attention and connect with the grammar without it feeling like a chore. It’s a win-win!

So, we thought using the "fill in the missing words" activity with the present tense would be a fun way to connect everything. It just works really well with Take Me Out. The song’s got a great vibe, and when the students fill in the blanks, they can see how the present tense actually fits into the song’s lyrics. It’s not about making them memorize grammar, it’s about getting them to feel the tense in a real context. Plus, they get to learn while enjoying a song they actually like, which makes everything way more fun and memorable.

 Activity Description about the present simple and present continuous

This is an intesesting and important activity where students sixth-grade high school students will practice using the Present simple and the Present continuous. Students will read short situations and choose the best answer. They must think if the action is something that happens every day (Present simple) or something happening right now (Present continuous).

The goal is to help students understand when to use each tense in a basic way. It also helps them read carefully, think about the context, and use English in a real and active way.Through this game, students will become better at speaking, writing, and thinking in English. It will also make grammar more fun and easier to remember.

Also in the present activity, we used the app Plickers to make the lesson more fun and interactive. Each student received a special card with a code.

Found on Plickers: Free & Interesting Student Response System App - TechnologyEDUC

We as teachers showed the questions on the board, and the students answered by holding up their cards. We as teachers scanned the cards using a device with a camera to collect the answers quickly.

This method helped all students participate at the same time. It also made learning the difference between present simple and present continuous easier, faster, and more exciting.

Objectives of the activity:

• To help students understand the difference between the Present Simple and the Present Continuous.

• To improve students' ability to choose the correct tense based on the situation.

• To develop reading comprehension by analyzing short texts or situations with the use of images as visual support.

• To practice selecting the correct verb forms in context.

• To build students' confidence when using English in real-life situations.

Worsheet to work offline

My opinion about Explained: Coding

Here I'm going to give you my opinion on the Netflix documentary, and I'm also going to give you my opinion on whether it's necessary to be taught these languages in Colombia.

I find it interesting that there are many languages in the world that we don't know, and such is the case with the Netflix documentary, which shows that there are languages that humans have developed, such as COBOL and FORTRAN, and that they are used in many fields, in this case, business and science. These languages were created decades ago and continue to be essential in their respective fields, despite the emergence of modern programming languages. This means that they are languages that are not used in everyday life but rather play a specific role in different professional areas: business, academic, and scientific.

Answering the question of whether these types of languages should be taught in schools and universities, I would say that certain universities focused on the business world could teach them, especially for students pursuing careers in finance or systems engineering. But for other universities that don't have this focus, I see it as completely unnecessary, since they are languages that are only used in those fields, so I feel they are not crucial for the student's comprehensive development. Therefore, a student interested in these languages could attend universities that offer these academic programs and provide proper training.

View on Vocaroo >>

Made by: Jonathan Steven Roa Botero

Listening Activity - Present Tense

 Present Tense: Listening Activity 

Why did we choose it?

We choose the song "Take me out by Franz Ferdinand" because this song engaging for students ans has repetitive structures that help identify the use of Present Tense in a informal or natural context. Also, this song has a rhythm that makes the language more easy and a funny way to practice.

What is the song about?

The song is about someone who wants to escape from a situation and is asking another person to take them out. It expresses desire, frustration, and a sense of urgency, which students can relate to or interpret in different creative ways.

What vocabulary/grammar we use?

The focus is on identifying and practicing present simple tense verbs and vocabulary related to feelings, actions, and daily situations. The students will recognize verbs in the present form and analyze how they are used in the context of a song

Worksheets

 GRAMMAR 

PARTS OF THE HOUSE

Teachers Jonathan Roa and Leidy Saavedra

Name: ____________________________     Date: ___________________

 

   

1 Activity (Grammar activity)

Taking into account the previous images with vocabulary. Fill in the following crossword.

Word seach

Welcome to the word search activity!

Your mission is to find all the words related to the topic on the letter board. The words can be in any direction: horizontally, vertically, or diagonally.

Steps:

Find the words:

Look carefully at the letter board. The words are hidden among all the letters, and you must find them.

Mark the words:

When you find a word, underline it or, if you're online, type it in the chat or point to the screen. Don't forget to tell me which word you found!

How many words can you find?

Try to find all the words as quickly as you can. Remember, words can go in any direction!

Use the words in a sentence:

When you find all the words, try using each one in a sentence. For example: "The kitchen has a refrigerator."

Listening activity

Steps to develop this activity: 

Theacher says: I will give you a description of a room, and you will need to guess what room it is. You can either type the answer in the chat, raise your hand, or use the emoji reactions to answer.

If you get the answer right, we’ll move on to the next room.

Here teacher shares the screen of the Canva house room images and each slide will show a different part of a house room. 

For each room, teacher will need to provide a description. The children will listen carefully to identify the room based on the objects and activities mentioned in your description.

For example: This room has a bed, a nightstand, a lamp, and sometimes a wardrobe. You sleep here every night. Which room is this?

Then, children will type “Bedroom” in the chat or raise their hands.

English lesson activity by Jonathan and Leidy

Learning English: Parts of the House (A1)

 

Objective

In this lesson, we aim to teach children aged 8-9 the vocabulary and basic grammar related to the parts of the house in English. This lesson will help improve both their grammar and listening skills, as they learn to recognize and use common household terms in everyday conversations.

Image taken from oxfordowl.co.uk

Population: children aged 8-9 years This lesson is designed specifically for children between 8 and 9 years old, who are in the early stages of learning English. The importance at this age is because children are curious and capable of grasping new vocabulary and basic grammar structures, making it the perfect time to introduce them to essential words related to their environment in which they interact everyday.

Image taken from naitreetgrandir.com

English Level: A1 (Beginner)

The A1 level refers to beginners who have a basic understanding of English. At this level, children can understand simple phrases and vocabulary related to familiar topics. For this lesson, children will learn vocabulary such as “kitchen,” “living room,” “bedroom,” and simple grammatical structures like “This is a…” and “There is/are…”

Image taken from cambridgeenglish.org

Grammar skills and importance

Students will not only learn grammar related to parts of the house, but they will also learn, somewhat implicitly, the basic verb forms to be "is", "are", as well as the demonstratives "this", "that", and prepositions "in", "on", in relation to items and parts of the house. This is why grammar is essential at these early ages, as it allows them to form correct sentences, and practicing these structures will help children begin to form meaningful conversations about their surroundings.

Image taken from blainy.com

Listening skills and importance

Children will engage in listening exercises where they identify parts of the house when they hear them. For example, “Can you find the kitchen?” “This is a “stove”. The importance of learning listening skills is that it will help them understand spoken English and respond appropriately. By developing these skills, children will learn to listen to English speakers and help them improvise their pronunciation as they hear those words used in context.

Image taken from YouTube "Why is listening important?" from the channel MDR Bros. Education Channel

Why Learning the Parts of the House is Important

So, since it's a part of their lives, it's easier for them to make connections in real-life situations. Additionally, it's one of the most common topics children encounter when first learning English, so it might be easy for them to learn. As it is something that may be easy for them, this could motivate them to continue with their English learning process and in this way they remain motivated and eager to learn and cover more English topics as they successfully progress through each stage.

Technology in education

 

WHAT ARE THE DISADVANTAGES OF USING TECHNOLOGY IN EDUCATION?

The following infographic shows the disadvantages of using technology in education. There are five points: digital divide and inequality, reduced social interaction, dependence on technology, cost and resource allocation, and the impact on fundamental skills. Also, our infographic mention that not all students have access to technology, especially in rural areas. 

For this reason, the excessive use of technology can reduce social interaction, make students dependent on devices, and increase costs for schools. Additionally, it affects handwriting, critical thinking, and problem-solving skills.

What are the disadvantages of using technology in education? By Leidy Saavedra and Felipe Guzman

As future teachers, we believe that technology is helpful in many aspects of our daily life, but it also has many challenges and more in educational field. It is important to use technology in the classroom because such as English teachers there are a lot of digital resources to improve and follow up on the improvement of our students. 

However, we must make sure that all students have access to it and more in rural areas of our country. We should also promote social interaction and creativity, not only depend on computers. We as teachers need to find a balance between traditional learning methods and technology to help students develop important skills like critical thinking and communication.

The importance of linear e-learning

 What is linear e-linear

Is it possible to do it?

Despite the many limitations of Linear E-Learning in education, there are actually ways to do it in an optimal and well-structured way. In this sense, it is possible because Linear E-Learning is very easy to implement and evaluate since all students follow the same sequence, so it is easy to assess their progress and give them targeted feedback. In this sense, activities such as quizzes, and tracking tools will help the student with their learning process.

In addition, it is possible because it limits options and guides students along a fixed path, which helps reduce confusion and improve retention. This can be particularly useful for those students who are beginners or younger students who might struggle in open and dispersed learning environments.

Linear e-learning is an approach where course material is presented in a fixed order, with information flowing from the instructor to the learner without feedback.It is popular for its structured design, allowing for cohesive and organized learning experiences.

Problematization of a hypothetical case of a student having problems with the English vocabulary retention 

English as a foreign language can be very challenging for students who are not familiar with the language, so typical problems are vocabulary retention and acquisition. A recurring case is that of students who, despite receiving regular instruction in the language, have difficulties remembering and using words effectively in different contexts. Therefore, a student with this type of problem could present problems in understanding texts, both in written and oral production, as well as in communicative fluency. This could cause the student to feel demotivated and negatively affected in the language learning process. 

Proposal to use Linear E-Learning with this student

Therefore, the proposal to use Linear E-Learning could be very feasible to help with the vocabulary retention of this English learner, since one of the advantages of Linear E-Learning allows the presentation of vocabulary in a gradual manner, making sure that the student reviews the words at different times and contexts, which could reinforce their memorization. This, by including multiple choice exercises, matching and completing sentences, will stimulate recognition and recall memory.

On the other hand, Linear E-Learning is a model in which the student follows a step-by-step, and this is essentially useful for this English learner, since it ensures that he does not omit key information and that he consolidates each set of words before moving forward.

In addition, Linear E-Learning platforms generally offer feedback to the student, which will greatly help his process when he makes mistakes in word selection and pairing.

Finally, Linear E-Learning integrates gamification elements, such as rewards for completing certain modules, which could keep the student engaged because they will gain achievements and experience for successfully completing each module.

Design of the Linear E-Learning model proposal

1. The first step is to identify what type of vocabulary the student cannot retain (for example, travel, business, daily life, etc.).

2. The second step is that each module would include images, definitions, pronunciation, and interactive exercises.

3. Finally, at the end of each module, there would be a progressive evaluation with the objective that the student retains all the vocabulary information that he or she saw throughout the modules before advancing to the next level.