TABLE OF CONTENT

INTRODUCTION
GENERAL OBJECTIVE
SPECIFIC OBJECTIVES
CONTEXT
JUSTIFICATION
THEORIES
PEDAGOGICAL PROPOSAL
● Description
DIDACTIC UNIT - CONTENT
● Lesson 1 - Exploring my emotions
● Lesson 2 - What an emotional journey!
● Lesson 3 - Don't bottle it up
● Lesson 4 - Riding the emotional wave
PBL
TEACHER GUIDE
RUBRICS
CONCLUSION
REFERENCES
 Pedagogical Proposal.
INTRODUCTION:
This pedagogical proposal is aimed at developing the 4 language skills of intermediate learners in a bilingual school integrating

technology as a didactic resource to foster participation, interaction, and creativity. The activities developed in this unit are focused on
the VAK learning styles model, engaging students in different tasks that give them the opportunity to acquire skills and knowledge in a

meaningful way.

Throughout this unit, students will explore the topic of “Emotions” in 4 different lessons.

Unit 1, identify emotions; Unit 2, understand emotions; Unit 3, manage emotions effectively;

Unit 4, express emotions in a creative way using digital tools. It provides not only the linguistic resources to communicate skillfully, but

also the emotional intelligence needed to interact effectively with others.

GENERAL OBJECTIVE:
At the end of the unit “Emotions are a roller coaster!” students will be able to produce stories about emotions in a written and oral

form developing digital literacy skills.

SPECIFIC OBJECTIVES:
1. Identify emotions expressed in conversations, speeches or texts in English.

2. Identify the emotion in people’s tone of voice and expressions in different communicative contexts.

3. Present oral and written tasks that transmit and evoke emotions, applying the vocabulary and the structures learned during the unit

in a creative way.

4. Participate in pair and group activities and discussions related to emotions, encouraging teamwork and the exchange of ideas.
5. Use digital tools and online platforms to explore, analyze and discuss emotional issues in a virtual environment.

6. Develop the ability to empathize with others by recognizing and responding appropriately to their emotions.

CONTEXT:
This pedagogical proposal takes place in the Institución Distrital Técnica Bilingue Jorge N. Abello in Barranquilla, which is the first
bilingual school in the city. The Jorge N. Abello Institution houses a diverse student population, coming from various socioeconomic
backgrounds (from stratus 1 to 4).

During highschool, the focus on teaching English (known as "Language Arts") is particularly intensive, with an academic load of 6
hours per week. During these sessions, a strong emphasis is placed on the development of the four communication skills (speaking,
writing, listening and reading) and on the three language competences: communicative, linguistic and sociocultural. In addition to these
6 hours, students take subjects taught in English such as : "Business" and "accounting" "World culture" or "social studies", "biology"
and "Maths".

Despite this advantage, the course B of 8th grade (intermediate level), consisting of approx 30 students with ages ranging from 12 to
15 years old, faces a particular challenge. This group shows a certain lack of homogeneity. Some students have a basic rather than an
intermediate level, which requires additional attention from the teacher to support them. This in turn affects intermediate level students'
sense of progress, as they feel they are not moving at the desired pace.
The institution has a computer room with computers, speakers and a video beam. However, another limitation this group faces is
that several students have copies of the guide book, which limits their access to the digital platform that comes with the original
book. This makes it difficult to carry out activities autonomously during classes in the computer room and at home tasks.

JUSTIFICATION:
This educational proposal focuses on solving some limitations in the teaching-learning process of foreign languages, such as lack of

motivation, heterogeneity within the classroom, and access to technology. This proposal will allow the implementation of a didactic
unit, taking into account the VAK model to develop activities that facilitate the understanding and retention of the content, as it is a

heterogeneous group of students in which we can find different learning styles and preferences. By incorporating visual, auditory and

kinesthetic elements into teaching, we recognize those differences and each student is given the opportunity to connect with content

in the way that is more effective for them. This is especially valuable in a heterogeneous group where learning preferences can vary

widely.

In terms of access to technology, the use of online learning platforms seeks to provide an environment in which students can work

autonomously, adapting to their learning levels and pace. Given that not all students have access to the book platform it is of great
importance to provide an alternative that allows them to develop digital skills and encourages motivation and participation in class.

This will help to foster an inclusive and equitable environment where all students can feel empowered to explore and develop digital
skills meaningfully.

The unit is designed to address the basic learning rights established in English. Specific goals outlined in the unit, such as

"Expresses emotions and feelings about a situation or specific topic related to his/her family or school , “Recognizes specific
information in short oral and written texts on topics of general interes ”, “Exchanges information about academic and general interest

topics, through simple conversations, dialogues, and role-plays”are directly aligned with these basic rights.
The topics of recognition and management of emotions are essential skills in the lives of students, for this reason, this unit presents

students with an opportunity to improve their emotional intelligence, allowing them to understand and express their emotions through
different communication skills. This topic will be addressed through the narration and discussion of stories related to emotions
encouraging the development of social skills such as empathy, active listening and mutual understanding among students. They will

be involved in pair and group work to maximize their learning, which will contribute to the formation of more sensitive and emotionally
intelligent individuals.

In short, the purpose of this unit is to enrich the social and emotional development of students, improve their English communication

skills, integrate different learning styles, address motivational challenges and access to technology, and meet educational goals.
Through this unit, students will not only advance in their English proficiency, but will also embark on a personal and academic
journey that will equip them to confidently face the challenges of today’s world.
DESCRIPTION OF THEORIES:

Visual-Auditory-Kinesthetic (VAK) learning styles theory

The VAK Learning Styles Model was developed by psychologists in the 1920s and it aims to categorize the primary ways in which
individuals learn. They usually fall into three groups: visual (learning by seeing), auditory (learning by hearing), and kinesthetic

(learning by doing). The VAK theory suggests that when teachers use different ways of teaching that involve these senses, it can help

students understand and remember things better because it matches how they prefer to learn. Rambe and Zainuddin (2014) state

that the VAK is an approach and development of quantum learning that combine motivation, engagement, and cognitive processing
habits of the students which then affect the use of metacognitive skills such as situation analysis, self-pacing, and self-evaluation to

produce learning results according to the unique characteristics of the learning styles of [Link] pedagogical proposal seeks to

maximize learning by recognizing and respecting individual sensory preferences. It provides a more personalized and comprehensive

learning experience where all students can reach their academic and personal potential regardless of the heterogeneity in the group.

Collaborative learning

“Collaborative learning” is generally used as an umbrella term to describe an activity whereby students work together to achieve a

shared learning goal (Barkley, Cross, and Major 2014).Vygotsy's concept of the 'zone of proximal development' is closely tied to the

idea of collaborative learning, which consider what a student can accomplish if they are given support or guidance from peers or

adults. By considering this model of learning, we set aside the traditional method and create a more meaningful learning environment

for students. We implemented a variety of activities in our proposal that seek to use collaborative learning as a strategy to improve

students’ confidence while participating in oral tasks and promote active participation, enhance higher level thinking and
communicative skills. Students working together constitute the most efficient form of interaction. In this setup, one student takes on the

role of a listener while the other engages in a conversation about the topic being explored. Both students are developing essential
problem-solving abilities as they put their thoughts into words, exchange ideas, receive instant feedback, and react to queries and

remarks.(Johnson, D.W., 1971; Peterson, P.L. & Swing, S.R., 1985).

CALL

According to Jarf (2005) CALL (Computer Assisted Language Learning) is “a method of language teaching and learning, in which

computer technology is regarded as an aid to the demonstration, reinforcement, and evaluation of the materials to be learned”. In our
proposal, some activities were designed based on computer technology instruction in which it was intended to present the information

in a didactic and engaged way, students would use different online platforms to practice and reinforce the content of the unit, and they
are assessed in various digital formats. This theory provided us with access to a wide range of authentic materials in the target

language, such as videos, audios, texts, and websites. This helped us to enrich the learning experience by exposing students to real-
life language use situations. The integration of technology into the classroom has many advantages. According to Al-Nafisah (2015) it

allows the students to be more confident and feel stress-free in a student-centered environment and there is a great deal of flexibility in
scheduling activities and pacing individual learning.
The integration of technology into the classroom has many advantages. According to Al-Nafisah (2015) it allows the students to be

more confident and feel stress-free in a student-centered environment and there is a great deal of flexibility in scheduling activities

and pacing individual learning. For (AlAbdelHalim, 2009) using colors, graphics, drawings, videos, power points, and so on can

improve students’ memory retention and visual input. (Jonita, 2002) states that CALL can enhance the quality of education by

increasing learners’ motivation, as the use of technology tends to make the classroom more interesting, allowing a better
comprehension and easier access to information.

PEDAGOGICAL PROPOSAL:

This pedagogical proposal exposes students to the topic of “Emotions” through a sequence of activities developed in 4 different

units that will allow them to show empathy, develop emotional intelligence, collaborative skills, creativity, digital competences, and
improve their communicative abilities, and linguistic competences.

Throughout each lesson, we will actively encourage the development of the four communication skills in a dynamic and engaging

manner, employing technology to enhance motivation and foster active participation. Furthermore, content will be thoughtfully

structured and assessed, taking into consideration the diverse array of learning styles that are intricately intertwined with the

improvement of these skills.

In order to accomplish our objectives, each lesson is organized as follows:

1. Warm Up: This stage will serve as a way to familiarize the students with the topic and activate their prior knowledge before

moving onto the main topic of the lesson.

2. Presentation: During this stage, the information will be presented creatively using different formats to facilitate comprehension.

3. Comprehension (input): During this stage, students will participate in various activities, either individually, in pairs, or as part of

a group, to verify their understanding.

4. Intake: After having reviewed the content, students will identify the linguistic resources introduced in the lesson.
5. Uptake: During this stage, students will analyze and decode the presented grammar rule, establishing connections with its

specific details.
6. Exercises: During this stage, students will put into practice and reinforce the new knowledge through different exercises.

7. Production (output): In this final stage, students will use the new knowledge to create something of their own while following
the teacher’s instructions. In essence, this stage transforms students into active participants in language acquisition,
empowering them to apply their knowledge and skills creatively.

DIDACTIC UNIT:

Unidad: Emotions are a roller coaster!

Lesson 1: Exploring my Emotions

Lesson 2: What an emotional journey!

Lesson 3: Don’t bottle it up.

Lesson 4: Riding the emotion wave.
Objective for lesson 1: Write a paragraph sharing an emotional anecdote.

Content:
-Vocabulary: Adjectives of emotions

-Grammar: simple past and past continuous. Use of ‘when and while’

Objective for lesson 2: Describe personal situations orally using adjectives and adverbs of manners.
Content:

-Vocabulary: Adjectives of emotions

-Grammar: Adverbs of manner

Objective for lesson 3: Create short scenes that incorporate idioms and connectors

-Grammar: Connectors of sequence and idioms.

Objective for lesson 4: Give advice to respond to different scenarios

-Grammar: Modal verbs to express advice.

 UNIT 3
Emotions
are
a roller
coaster!
 LESSON 1:

Exploring my
Emotions

Sociolinguistic
Linguistic Pragmatic

Being able to identify and

Vocabulary: Adjectives of Share an anecdote where you talk
communicate your emotions to
emotions. about an emotion you once felt.
others.
Grammar: simple past and past
continuous. Use of ‘when and
while’.
 LESSON 1: EXPLORING MY EMOTIONS
Expected result
Write a paragraph sharing an emotional anecdote

1 Questionnaire A. Read the title of the text. What is it about?

Choose the image that best describes B. Read the text. Answer the questions below:
the emotion.
CLICK HERE 1. What makes user @orang1414 feel angry at herself?

2 It's time to get up from 2. What was the situation that caused @.Tatlioca to
start suffering from eating problems?

your seats! 3. Which user had a bad experience going to the

doctor to receive help for her eating disorder? What
happened to her?
Take a look at the classroom and familiarize yourself with 4. What was the trigger that caused @harmonyhope
the statements on the walls. 1709 to unintentionally forget to eat?
Analyze the statements and describe how do you feel in
5. Gather in groups of 3. Choose one anecdote and make a
each scenario and write advice to overcome that situation. role play.
Someone makes a comment about your weight.
I Student 1 Prepare the script.
You need someone and they are not there for you.
Student 2: Organize the roles.
You cancel your plans last minute due to someone else's comments
Student 3: prepare the scenario. (room, and materials.
about your appearance.
Each student should customize their role.

After that gather into groups of 3 students and socialize you insights. C. Read the statements. Answer true or false.:
student 1: will prepare a presentation about the first scenario
student 2: will prepare a presentation about the second scenario
student 3: will prepare a presentation about the third scenario
1.@Stephanieeveringham successfully reclaimed
Socialize your findings to the rest of the class her life and maintained a healthy relationship
with food after seeking help.

2. @F4irie5 was diagnosed with an eating

disorder by her general practitioner.

3 Reading Comprehension 3. After watching the video @Tatlioca realized

that eating disorders are always related to
body image.

4. @harmonyhope1709 weight loss was

unintentional

After that prepare a round table with 4 students.

Student 1: moderate the debate
Student 2: Take notes
Student 3: Defend TRUE
Student 4: Defend False

4 Discussion
Did you know this type of disease?
What emotions do you think it cause in
them?
 EXPLORING MY EMOTIONS
5 Grammar
Identify the sentences from the text that
7 Let's practice!
combine the past simple and past continuous.
Underline the verbs in the past tense and the A. Complete the sentences below using
word used to link the actions. the linking words 'when' or 'while' and
conjugate the verbs in brackets using
the correct past continuous and simple
Example: While I was talking to her, she looked at me and said
past form.
"you don't look like you have an eating disorder".

1. John _______ (jog) in the park ______

(when/while) an angry dog ______ (Attack)
him.

2. _______ (when/while) I _______

(have) a bath, the phone _______
(ring). I stopped being calm.

3. The browns __________(drive) in their new car

_______( when/while) it __________ (start) to

6 Discover the rule

rain. They were anxious.

Analyze the text and complete the chart with the

words in the boxes. Then, complete the sentences
with the correct form of the verbs in parentheses
and the corresponding linking word.
4. A thief _______ (break) into the house
_________ (when/ while) Molly and I ________
(play) video games. We got nervous.

Listening
B Listen to the song. Choose the correct
option.

CLICK HERE
 EXPLORING MY EMOTIONS

Take a look at the images, and create

9 Writing
C
a sentence following the sequence Collaborative Nearpod Activity: Exploring
using ‘when’ or ‘while’. Don't forget to Emotions in Small Groups
use the adjectives of emotions. Instructions:
1. Group Formation:
Divide the class into small groups of three
students each.
2. Role Assignment:
Assign specific roles to each student in the
group:
Speaker: Responsible for narrating the
personal experience using appropriate
vocabulary and grammar.
Questioner: Tasked with asking follow-up
Example: He was reading when he saw a questions to delve deeper into the
snake. He was fearful. emotional aspects of the story.
Observer/Note-Taker: Records key
details, emotional expressions, and
noteworthy language usage during the
presentation.

It´s Your turn: 3. Storytelling Process:

Each student prepare a writing about a
personal experience and takes turns sharing
the story that showed a strong emotion (guilt,
excitement, surprise, etc.) using the assigned
roles.
The speaker provides details on what
happened, when and where it occurred, why
I it happened, who was present, and any other
relevant information.
The questioner engages in a brief Q&A session
I
to extract additional emotional nuances and
details.
4. Collaborative Reflection:
After each group member has shared their
story, the group collectively reflects on the
variety of emotions discussed.
Discuss the impact of specific vocabulary and
grammar choices in conveying emotional
experiences.
5. Nearpod Presentation:
Using Nearpod, each group creates a visually
appealing presentation summarizing their
stories, including key emotional expressions
and language highlights.
6. Peer Review:
Groups share their Nearpod presentations
with the class, and peers provide constructive
feedback on language usage, presentation
style, and the effectiveness of conveying
emotions.

CLICK HERE
 TEACHER GUIDE
LESSON 1: EXPLORING MY EMOTIONS
WARM-UP (25 MINUTES) DISCUSSION (10 MINUTES)
Ask the students to open the wordwall link Ask sudents if they knew about eating
and choose the word that best describes the disorders, and what emotions do they
image presented. think it causes on people.
CLICK HERE GRAMMAR (10 MINUTES)
Ask students to read the description. Then, to
After that, paste word flashcards with different
look at the example and identify the
emotions around the classroom. Then, ask students
different colors. Tell them that the word in
to walk around the classroom and familiarize
blue is a word used to link two accions in the
themselves with the emotions on the walls. Give the
past and the words in red are the verbs in
instructions for the activity.
past tenses. Ask them to identify in the text
PRESENTATION (5 MINUTES) the sentences that contains those words and
verbs and write them in the sticky notes.
Ask the students to focus on the title of the
Example: While I was talking to her, she looked at me and
text and guess what it is about.
said "you don't look like you have an eating disorder".

COMREHENSION (30 MINUTES) Answer key:

I was scrolling through my Youtube page, when I
Allow students some time to read and answer came across your video.
the questions in Exercise 3B. Then socialize the I was trying on a bikini when my mom told me I
answers with the class. was fat.
Answer key: While we were having dinner, someone said
1. She doesn’t have self control and eats 10 'you look different'.
oreos at once when she’s supposed to be While I was calling him for the 5th time, I
sleeping, because she doesn’t eat enough food recieved a text from him.
during the day. DISCOVER THE RULE (20 MINUTES)
2. One day she was going out with her friends to
the beach, so she was trying out different bikinis, Show the image to the students and ask them
and her mom saw her and called her fat, which to fill in the blanks. Then, explain the grammar.
discouraged her and made her throw up all the
food she had eaten for the first time.
3. @f4airie5. The doctor told him he didn't look
like he had an eating disorder and he looked
good.
4. The moment he suffered high levels of stress
and anxiety.

Ask students to answer true or false in the

exercise 3C
Answer key:
1. False
2. False
3. False
4. True
 TEACHER GUIDE
LESSON 1: EXPLORING MY EMOTIONS
WRITING (40 MINUTES)
EXERCISE A: (10 MINUTES) Ask students to open the link: CLICK HERE
Ask the students to complete the sentences First, explain the activity. Then, show the
using the linking words worked during the rubric.
lesson, "When" or "While" and explain that Display the graphic and tell them that they
they have to conjugate the verbs in can use it to organize their ideas before
brackets using past continuous and past wriring on the collaborative board.
simple form.
Answer key: Present the example:
1. John was jogging in the park when an
Yesterday, as I was walking through the bustling city
angry dog attacked him. center, I witnessed a heartwarming scene that left me
2. While I was having a bath, the phone pleasantly surprised. While I was navigating my way
rang. I I stopped being calm. through the crowded streets, I noticed a street musician
3. The browns were driving in their new playing a soulful melody on his guitar. People were hurrying
by, lost in their own thoughts, when suddenly a stray dog
car when it started to rain. They were
appeared. The dog approached the musician and sat
anxious. down beside him, seemingly captivated by the music.
4. A thief broke into the house while Molly While the musician continued to strum his guitar, the dog
and I were playing video games. We sat there attentively, almost as if it was enjoying the
got nervous. performance. Passersby, including myself, couldn't help but
smile at the unexpected connection between the musician

Listening (10 minutes) and the dog. It was a beautiful moment of harmony amidst
the chaotic urban environment. The scene was a reminder
Ask students to open the link. Explain that that simple acts of kindness and shared experiences can
they have to listen to the song and bridge the gap between humans and animals, creating a
sense of warmth and surprise in an otherwise ordinary day.
choose the correct option.

CLICK HERE
EXERCISE C: (10 MINUTES)
Ask the students to create a sentence
following the sequence of the pictures
using ‘when’ or ‘while’. Show them an
example and highlight the use of the
adjectives of emotions.
Answer key:
The thief was breaking into the house
when the dog bit him.
While the boys were swimming, a
monkey stole their money.
They were playing tennis when Harry
fell down.
I was talking on the phone when my
husband arrived.
We were waiting for the bus when we
saw a car accident.