Lordouy Arellano, Danilsa del CarmenSánchez Oviedo, Jenifer Andrea2023-02-052023-02-052023-02-03https://repositorio.unicordoba.edu.co/handle/ucordoba/7020This report describes the Internship conducted at Cristobal Colon school in the Bilingualism for Peace program. It consisted of teaching lessons in person to the students from Pre-intermediate level to Intermediate level. The main purpose was to promote the development of students' identity awareness and respect among themselves so that each student would feel free to explore and express their identity in the classroom and immerse themselves in learning English as a foreign language without their learning possibilities being affected by their peers judging them for having different personalities, hobbies or interests. The pedagogical models of Task-based Learning (TBL) and Communicative Language Teaching (CLT) were used when designing lesson plans with the purpose of making the teaching-learning process more enriching for both students and teacher.1. Introduction...................................................................................................................72. Pedagogical strategies.................................................................................................102.1 Identity Awareness ..............................................................................................102.2 Communicative Language Teaching.......................................................................122.3 Task-based Learning ................................................................................................153. Methodologies..............................................................................................................183.1 Duties chart ..........................................................................................................224. Results ..........................................................................................................................244.1 Implementation of Task-based Learning and Communicative Language Teaching...........................................................................................................................254.2 Implementation of gamification .........................................................................304.3 Personal and professional growth ......................................................................325. Conclusions and recommendations...........................................................................346. Limitations...................................................................................................................377. Bibliography ................................................................................................................398. Appendix ......................................................................................................................418.1 Appendix #1 – Lesson Plan .................................................................................418.2 Appendix #2 - Lesson Plan #2............................................................................448.3 Appendix #3 - Video about family issue.............................................................468.4 Appendix 4# – Role - play about discrimination...............................................46application/pdfengCopyright Universidad de Córdoba, 2022Trabajo de grado - Pregradoinfo:eu-repo/semantics/openAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)Pedagogical strategiesTask-based LearningCommunicative Language TeachingIdentityGamification