Vega Calao, YinaSierra López, Diana Yesmith2020-12-112020-12-112020-12-10https://repositorio.unicordoba.edu.co/handle/ucordoba/3782This internship was carried out at Universidad de Córdoba, in the frame of Saber Pro course. Its main purpose was to offer interns an authentic experience in English teaching taking into account virtual sceneries as a response to continue teaching EFL during the current pandemic situation, COVID 19. This report follows a methodology that focuses on the Flipped Instructional and a Gamification approach, which were the foundation of the lessons planned during this internship. The sessions were through virtual modality in periods of three hours each one, and the groups were mostly 10th-semester students of various programs in Universidad de Córdoba. Moreover, the attitude of students at the end of the course showed to be more open and their participation increased considerably. At the end of this internship, it could be observed that the Gamification approach had a positive impact on students' perception of English classes. The pedagogical theories used in this internship are explained in this paper along with the description of the lesson plan of one of the sessions. Finally, the conclusions, recommendations, and limitations of this experience are asserted.Introduction ------ 51. Pedagogies ------ 72. Methodology ----- 123. Results ----- 154. Conclusions ----- 205. Limitations ----- 21References ----- 22Appendixes ----- 24application/pdfengCopyright Universidad de Córdoba, 2020Trabajo de grado - Pregradoinfo:eu-repo/semantics/openAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)Saber ProComprensión lectoraEducación virtualE-learningGamificationFlipped instructionReading comprehension