espero les sea util

1. GABRIELA MOGUEL BRINDIS
English Teacher &
Academic Consultant
gabymoguelb@gmail.com

3. Aspect to
Evaluate
4 - Outstanding 3 - Good 2 - Acceptable 1 - Insufficient
1. Activity Design The activity is innovative,
well-structured, and clearly
aligned with the objectives
of teaching speaking and
writing.
The activity is well-
structured and aligned
with the objectives
but lacks innovation.
The activity is functional
but not fully aligned with
the objectives
The activity is unclear, poorly
structured, and does not
meet the objectives
2. Classroom
Implementation
The implementation
demonstrates mastery of the
topic, effective use of
resources, and excellent
time management.
The implementation is
effective, with
appropriate use of
resources and good
time management
The implementation is
basic, with some issues in
resources or time
management
The implementation is
ineffective, showing little
preparation or poor time
management
3. Student
Participation
Students participate actively
and are clearly engaged in
both speaking and writing
activities.
Most students actively
participate in the
activities.
Student participation is
limited, with some
engagement in the
activities
Student participation is
minimal or nonexistent.
4. Error
Management
Student errors are handled
tactfully, focusing on
improvement and
understanding
Errors are corrected
appropriately, though
not always with a
focus on
understanding
Errors are addressed
inconsistently or without
a clear strategy
Errors are not addressed or
are handled poorly,
negatively affecting student
confidence
5. Assessment
and Feedback
Assessment is clear,
constructive, and motivating,
with useful feedback for
students
Assessment is
adequate and
provides constructive
feedback, though it
could be more
detailed
Assessment is basic, with
limited feedback
provided.
Assessment is inadequate,
or no feedback is provided.
Total Score:
•Maximum score: 20
points (4 points per
aspect).
•Performance levels
based on total score:
100% 18-20: Excellent
80% 14-17: Good
60% 10-13: Needs
Improvement
Below 10:
Unsatisfactory

4. “By the end of this presentation, you’ll
understand how to teach and encourage
speaking and writing skills in your
classroom.”
What can you observe
in this picture?

7. Productive skills involve creating and expressing language
• Speaking: Producing oral language to express thoughts and ideas.
• Writing: Producing written text for various purposes.

9. RECEPTIVE AND PRODUCTIVE
LANGUAGE
Receptive language is the ability
to understand
Productive language is the ability
to communicate
Listening and reading skills fall into
this category
Speaking and writing skills fall into
this category
First language skills to be developed Developed after the receptive language
skills
Relatively easier to develop More difficult to develop than receptive
skills

10. Difference from Receptive Skills:
o Receptive skills (listening and reading) involve understanding language.
o Productive skills are active and require output.

11. Share examples of
when you’ve used
speaking or writing
skills in your
professional or
personal lives

14. •Think-Pair-Share: Ask teachers to think of a time when
communication broke down and how it was resolved.

18. Role-play: Divide teachers into pairs; one gives a short speech (e.g.,
introducing themselves), while the other writes a summary of what they
heard

19. Why Follow These Stages?
o Encourages clear and structured communication.
o Reduces errors and improves quality.

21. “In what situations do your students struggle most—
speaking or writing? Why?”

23. Lack of confidence
Fear of making mistakes and
being laughed at
Lack of vocabulary
Not having enough vocabulary
or phrases to express
themselves
Lack of Motivation
Not having anything to say or
not being engaged in the
lesson
Not understanding what they
have to do
Not having enough time to
think and get ready to speak

24. a) Vary the tasks and
make the language
meaningful
b) Provide clear
instructions
c) Provide the words and
phrases they need
d) Allow students time to
prepare and practice
e) Think about how and
when to correct
mistakes
What do we
need to do to
overcome those
situations?

25. a) Vary the tasks and
make the language
meaningful
b) Provide clear
instructions
c) Provide the words and
phrases they need
d) Allow students time to
prepare and practice
e) Think about how and
when to correct
mistakes
1. Fear of making mistakes
and being laughed at
2. Not having enough
vocabulary or phrases
to express themselves
3. Not having anything to
say or not being
engaged in the lesson
4. Not understanding what
they have to do
5. Not having enough time
to think and get ready to
speak
Finding
solutions

28. 1.What makes your school special?
2.What would you like to invent?
3.Have you ever broken something? What happened?
4.What do you like to do when you're not at school?
5.Have you ever had an imaginary friend?
6.What is the best thing on the school playground? Why?
7.Who is your favorite movie character?
8.What are you really good at doing?
9.What do you find annoying?
10.How do you feel about talking in front of people?
11.How do you feel about surprises?
12.What superpower would you like to have?
13.Write about something special you own.
14.What will your grown-up life be like?
15.What is the best art project or picture you have ever made?
16.Imagine you invent a new kind of car in the future. What does it look like?
17.How do kids learn to be kind?
18.What makes a good friend?
19.Once upon a time, a child woke up as a turtle…
20.The car stopped in front of my house, and a clown got out….
21.A new kid comes to school and says he is from 1900….
Journal Prompts for kids examples:

29. 1.Tell the story of a scar.
2.A group of children discover a dead body.
3.A young prodigy becomes orphaned.
4.A middle-aged woman discovers a ghost.
5.A woman who is deeply in love is crushed when her
fiancé breaks up with her.
6.A talented young man's deepest fear is holding his
life back.
7.A poor person comes into an unexpected fortune.
8.A shy, young woman unexpectedly bumps into her
soulmate.
9.A long journey is interrupted by a disaster.
10.A young couple stumble into the path of a
Top 10 Story Ideas

31. Think about when to correct mistakes and give feedback
 It is important not to over-correct students during speaking activities.
 Try to create a supportive atmosphere and good rapport in your classes.
Accuracy focused
speaking activities
Fluency focused
speaking activities
Pronunciation,
grammar & vocabulary
The skill of speaking
Correct immediately
Don’t correct or do
post correction
To improve accuracy
To get students to feel
comfortable to speak
Focus
Use of
correction
Purpose

32. Simulation: Have teachers practice responding to
speaking errors by role-playing as a student and a
teacher.

41. gabymoguelb@gmail.com