English Learning & Skills for Life

Language for Life:
Developing English & Personal Skills

By Gilbert Vinicio Cordero Portilla
&
Jose Roberto Villalobos Vargas

​Professor: Verónica Oguilve Araya

Introducción a las TIC para la Enseñanza del Inglés

Reading & Writing

Welcome to “Skills for Life”

Today we begin an exciting journey where we’ll improve our English reading and writing skills while learning about important life skills like empathy, responsibility, and emotional control.

These skills are not only essential for communication, but also help us become better friends, classmates, and people. Let’s grow in language and life, together!

Multiple Choice

What do you think a “life skill” is?

• A skill to survive in the jungle

• A skill that helps in everyday life situations

• Something only adults need

• Only academic knowledge

Multiple Choice

How do you think learning English can help you improve your life skills?

• By helping you memorize grammar rules

• By watching movies in English only

• By learning to express feelings and solve problems

• By doing math in English or Spanish

Story Time – Learning Empathy

One day, Carla saw her classmate Mateo sitting alone. He looked sad. She walked over, smiled, and invited him to join her group. Mateo got really happy, smiled back, and felt much better because someone cared about him.

Students will understand and answer questions about a short story by reading simple English text with teacher guidance and visual support.

Open Ended

Can you describe a time when someone helped you feel better?

Multiple Choice

What did Carla do to show empathy, and how did it help Mateo?

• She made fun of him

• She ignored him

• She told him to be quiet

• She included him in her group

Matching Emotions to Actions

Let’s review some common emotions and learn how to match them with the right actions. When we know how someone feels, we can respond in a kind and respectful way. For example, if a friend is sad, we might give them a smile or ask if they want to talk. If someone is proud, we can say, “Good job!” Understanding emotions and reacting kindly is part of being a good friend, and part of empathy too!

Word Cloud

What words do you know in English that describe feelings?

Fill in the Blanks

Tell Your Story!

Now it’s your turn to write! Let’s think about a real moment in your life when you acted responsibly, this means doing the right thing even if it was hard or no one told you to do it. Maybe you helped someone, finished a task, or remembered something important.

Let's hear your story in 3 short sentences.

Use these sentence starters to help you:

✏️ One time I was responsible when...

✏️ It made me feel...

✏️ It was important because...

​Students will write a short personal story by using sentence starters with vocabulary support and personal experience.

Open Ended

One time I was responsible when...

Open Ended

It made me feel…

Open Ended

It was important because...

Tool Selection & Integration

1. What ICT tool did you use, and was it the same one approved in Project 1A?

✅ Yes.

📘 The tool used is Wayground (formerly Quizizz), the same one approved and presented in Project 1A.
—

2. How is this tool adapted for language teaching with school children?

✅ Yes.

📘 Wayground allows for engaging, multimodal activities like quizzes, matching, fill-in-the-blank, and open-ended responses—all useful for vocabulary building and emotional expression in context.
—

3. Is the tool age-appropriate and engaging for the grade you selected?

✅ Yes.

📘 The tool is gamified, colorful, and easy to use & ideal for 6th graders. Activities were designed to match their level and interests.
—

4. Can you show us how the tool is used within your activities (not just talk about it)?

✅ Yes (the tool demonstration follows the slide presentation).

📘 The planned video tutorial will demonstrate how each activity works inside Wayground.

Learning Objectives & Content

5. What are the two macro skills your activities are designed to develop?

✅ Yes.

📘 The macro skills selected are reading and writing. Slide 2 (empathy story) targets reading comprehension, and Slide 5 targets short written expression.

—

6. What are your specific language objectives for each activity?

✅ Yes.

📘 Clearly defined language objectives for both activities using the correct format:

Slide 2 – Reading & Slide 5 – Writing.

—

7. Which content or topic do your activities focus on (e.g., animals, feelings, story order)?

✅ Yes.

📘 The selected theme is Skills for Life from a psychological perspective, especially empathy, responsibility, and emotions, all related to feelings and real-life social experiences.

Activity Design

9. How many activities did you create? Did you include one for each selected macro skill?

✅ Yes.

📘 You’ve created 2 clear activities:

Slide 2 for reading & Slide 5 for writing

—

10. How are your activities multimodal (e.g., text, images, video, sound, movement)?

✅ Yes.

📘 Images are used in every interactive slide of the activity.
—

11. Are your instructions clear and appropriate for the grade level you selected?

✅ Yes.

📘 All instructions are written in simple, age-appropriate English, with sentence starters, vocabulary support, and helpful hints.

Application & Impact

12. How does the tool enhance the students’ use of English in each macro skill?

✅ Yes.

📘 Wayground supports scaffolded input and output: students read short texts and complete comprehension questions (reading), then use guided prompts to write (writing).

—

13. How do your activities support communicative competence, not just isolated skills?

✅ Yes.

📘 Activities focus on understanding emotions and writing meaningful responses, which promote real-world communication.

Presentation & Visual Support

16. Did you submit your visual aid to AprendeU before the deadline?

⏳ Yes.
—

17. Does your visual aid clearly represent your tool, activities, and objectives?

✅ Yes.

📘 Slide content is aligned to macro skills, tool use, and educational goals.

—

18. Did all team members participate equally in the presentation?

✅ Yes.

Q&A Readiness

19. Are you ready to explain how the activities work in detail if asked?

✅ Yes.

📘 I’ve explained the tool use after each activity and can describe what students are expected to do.

—

20. Can each group member answer questions about both the tool and the activities?

✅ Yes.

​✅ Mostly.

​Thank you for your attention.