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Here's a goal and two specific objectives for your 15-year-old secondary school students, focusing on biographies of world leaders, incorporating the linguistic content of the simple past and dates, and framed in terms of competencies:

Overall Goal:

By the end of this unit, students will be able to comprehend and produce basic biographical information about world leaders, demonstrating an understanding of key events and their chronological order.

Specific Objectives (Competency-Based):

1. Reading Comprehension & Information Extraction: Students will be able to read short biographies of world leaders and extract key information regarding significant life events, accurately identifying and noting the simple past form of verbs and associated dates.

Linguistic Content Focus: Recognition and comprehension of simple past tense verbs (regular and irregular) within a biographical context; understanding of date formats (e.g., "born in 19XX," "died on Month Day, Year").

Competency Addressed: Information literacy, critical reading, and the ability to locate specific details within a text.

2. Oral Production & Presentation: Students will be able to orally present a brief summary of a world leader's life, using the simple past tense to narrate key events and accurately referencing dates.

Linguistic Content Focus: Production of grammatically correct sentences using the simple past tense; accurate pronunciation of simple past tense verbs; clear and audible articulation of dates.

Competency Addressed: Public speaking, oral communication, summarizing skills, and the ability to present information coherently.

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Goal: To improve students' communicative competence in English by using the present continuous tense with activity verbs to describe their daily lives at school.

Objective 1: Students will be able to accurately use the present continuous tense with activity verbs (e.g., studying, playing, eating, talking) to describe what they are doing at different times during the school day in both oral and written formats. This will be assessed through a short class presentation and a written paragraph.

Objective 2: Students will be able to understand and respond appropriately to questions about their school activities using the present continuous tense, demonstrating comprehension and fluency in spoken English. This will be assessed through a short role-play activity simulating conversations between students about their school day.

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Goal:

Students will be able to competently recount and discuss their past holiday experiences in Argentina, demonstrating clear communication and a good command of relevant vocabulary and grammatical structures.

Specific Objectives:

1. Communicative Competence: Students will be able to narrate key events and experiences from their last holiday in Argentina using the past simple tense accurately, providing sufficient detail to convey the sequence of events and their personal impressions. They will demonstrate this by successfully sharing their holiday stories with a partner or small group, responding to follow-up questions, and maintaining a coherent narrative.

2. Lexical and Sociolinguistic Competence: Students will be able to utilize a range of appropriate holiday-related vocabulary (e.g., sightseeing, explored, relaxed, tasted, tried, souvenirs, adventurous, beautiful, delicious) to describe activities, places, feelings, and typical holiday items from their trip to Argentina. They will demonstrate this by accurately incorporating at least five new vocabulary items from the "holiday vocabulary" set into their spoken descriptions, showing an awareness of how these words enrich their narrative and make their descriptions more vivid.

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Of course! Here’s a clear goal and a set of objectives for your lesson plan on “Have Got” + “Parts of the Body”, designed for 1st-year secondary school students, written in terms of competences:

🎯 Lesson Goal

Students will develop the communicative competence to describe themselves and their classmates using the verb have got and vocabulary related to parts of the body, demonstrating understanding and correct use in spoken and written interactions.

✅ Objectives (Competence-Based)

1. Linguistic Competence:

Identify and use the structure of have got in affirmative, negative, and interrogative forms to describe physical characteristics.

Recognize and correctly pronounce vocabulary related to parts of the body.

2. Communicative Competence:

Exchange personal information about physical features with classmates through simple questions and answers.

Write short, accurate descriptions of classmates using have got and body parts vocabulary.

3. Sociolinguistic Competence:

Use appropriate language and respectful expressions when describing others.

Demonstrate awareness of polite interaction when asking and answering questions about appearance.

4. Strategic Competence:

Use basic strategies (gestures, pointing, repetition) to clarify meaning when describing or asking about physical features.

Ask for repetition or clarification when they don’t understand a description.

If you’d like, I can help you expand this into a full 60-minute lesson plan with warm-up, practice activities, group work, and a mini assessment. Would you like that? 🌟

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Context: Secondary school students from Salta, Argentina
Level: Pre-Intermediate
Topic: Holiday Vocabulary

🎯 General Objective

To enable students to recognize, understand, and use basic vocabulary related to holidays and celebrations through communicative and culturally relevant tasks.

✅ Specific Objectives

1. Linguistic Competence
Students will be able to identify and use key vocabulary related to holidays (e.g., fireworks, parade, barbecue, gifts) in both oral and written contexts.

2. Communicative Competence
Students will practice speaking and listening skills by engaging in structured conversations and interviews about personal and local holiday traditions.

3. Sociocultural Competence
Students will increase their awareness of both Argentine and international holidays and be able to describe how holidays are celebrated in their local context using basic English structures.

4. Writing Competence
Students will produce short texts or sentences (e.g., calendar descriptions, summary paragraphs) using holiday-related vocabulary and time expressions (e.g., in July, on December 25th).

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You are invited to visit ! I made it with CHAT GPT. Have a Nice Monday!

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Our Environment, our responsabilities   (Valeria Ramos)

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Our Environment, our responsabilities   (Valeria Ramos)

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🌍 English Lesson Plan: "Our Environment, Our Responsibility"

Level: Secondary School (Age 13)
Duration: 45–60 minutes
Topic: The Environment
🎯 Lesson Objectives

By the end of the lesson, students will be able to:

1. Understand and use “can” and “should” in the context of giving advice and talking about abilities.

2. Use key environmental vocabulary (e.g., recycle, pollution, protect, energy, water).

3. Express actions and suggestions to protect the environment in both speaking and writing.

4. Read and understand a short environmental text.

📚 Lesson Procedure

1. Warm-Up (5–10 minutes)

Activity: Environmental Word Match

Show images of polluted areas, forests, recycling bins, etc.

Ask: “What do you see? What words do you know about the environment?”

Introduce key vocabulary with pictures or flashcards.

2. Vocabulary Activity (5–10 minutes)

Activity: Matching or Fill-in-the-Blanks

Students match vocabulary to definitions or complete a gap-fill exercise using new words.

3. Reading Activity (10–15 minutes)

Text: A short passage titled "How Can We Help the Earth?"
Example content:
"Many people throw rubbish on the ground. This pollutes our environment. We can help by recycling and turning off lights when we don’t need them. Planting trees also helps reduce global warming."

Comprehension Questions:

Why is throwing rubbish bad?

What are two ways we can help the Earth?

What does recycling mean?

4. Speaking Activity (10 minutes)

Activity: “What Should We Do?”

In pairs or groups, students discuss:

What should we do to protect the Earth?

What should we stop doing?

Example prompts:

We should recycle paper and plastic.

We must stop cutting down so many trees.

Encourage use of modal verbs.

5. Writing Activity (10–15 minutes)

Task: “My Green Promise”

Students write 3–5 sentences about how they will help the environment.

Example:

"I will recycle bottles. I won’t throw rubbish on the street. I will walk to school to save energy."

6. Wrap-Up (5 minutes)

Quick quiz or recap:

What new words did we learn today?

Name one thing you will do to help the environment.

📋 Assessment

Participation in vocabulary and speaking activities

Accuracy in reading comprehension questions

Use of correct structure and vocabulary in writing

Informal observation of speaking fluency and understanding

Grammar Focus: Modal verbs can and should

🧠 Grammar Focus: Can vs Should

ModalUseExamplecanAbility or possibility"We can recycle plastic."shouldGiving advice or recommendation"We should turn off the lights."

📘 Materials Needed

Short reading text (provided below)

Vocabulary flashcards or matching activity

Grammar gap-fill worksheet

Whiteboard or projector

Writing worksheet or notebook

🗓️ Lesson Procedure

1. Warm-Up (5–7 minutes)

Activity: Environmental Brainstorm

Ask: “What things are bad for the environment?” (E.g., plastic, pollution, cutting trees)

Ask: “What things are good?” (E.g., planting trees, recycling)

Write answers on the board.

2. Vocabulary Introduction (5–7 minutes)

Activity: Match words and pictures

Introduce 6–8 words (e.g., recycle, pollution, trash, energy, protect, water).

Students match words to images or definitions.

3. Grammar Focus (10 minutes)

Explain:

Use “can” for ability or possibility.
➤ "We can recycle paper."

Use “should” for advice.
➤ "We should walk to school."

Practice:

Write sentence beginnings on the board. Students complete them.
➤ "We can..."
➤ "People should..."

Example answers: "We can plant trees." / "People should save water."

4. Reading Activity (10 minutes)

Text: (Use this or create your own short version)

"How We Can Help the Planet"
Many people throw trash on the ground. This causes pollution. We can help by recycling and saving water. Everyone should turn off lights when they leave a room. We can also plant trees to make the air clean. Small actions can make a big difference.

Comprehension Questions:

1. What causes pollution?

2. What are two things we can do to help the planet?

3. What is one thing we should do?

5. Speaking Activity (10 minutes)

Activity: “Can or Should?” Discussion

In pairs, students answer:
➤ What can you do to help the environment?
➤ What should people stop doing?

Encourage full sentences:
➤ “I can recycle at home.”
➤ “We should stop using plastic bags.”

6. Writing Activity (10 minutes)

Activity: “My Environmental Advice”

Students write 4–5 sentences using can and should.

Example:

I can walk to school.
We can recycle bottles.
People should stop throwing rubbish.
We should save water.

📋 Assessment

Informal observation during speaking

Review written sentences for correct use of can and should

Vocabulary usage in context

🧩 Optional Extension Activities

Poster project: Students design a poster with “Things we can and should do to protect the environment.”

Video clip: Show a 2–3 min environmental video and discuss actions seen using “can/should.”

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Goal of the Lesson

To enable students to communicate basic personal information, likes, and dislikes in English using the Present Simple tense through an interview format, developing their speaking, listening, and writing skills in a real-life context.

🎯 Objectives

1️⃣ Students will identify and use Present Simple to talk about personal information.

(e.g., “I am 12.” “She likes pizza.”)

2️⃣ Students will ask and answer questions about personal information during an interview.

(e.g., What’s your name? Where do you live?)

3️⃣ Students will express likes and dislikes using Present Simple.

(e.g., “I like football.” “I don’t like vegetables.”)

4️⃣ Students will practice listening and speaking through pair interviews.

(e.g., Listening to classmates’ answers, asking follow-up questions.)

5️⃣ Students will write simple sentences describing a classmate’s likes and dislikes.

(e.g., “Tom likes pizza. He doesn’t like fish.”)

6️⃣ Students will gain confidence using English in real-life contexts (interviews).

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Technology and future inventions 👩🏼‍💻

🌟 Linguistic Content: Future tense with will

📚 Context: Technology and future inventions

🎯 General Goal:

Students will be able to make simple predictions about future technology using will in spoken and written forms.

✅ Specific Objectives:

Students will identify predictions about future inventions in short texts or videos, recognizing the structure will + base verb.

Students will make their own predictions about the future using will and topic-related vocabulary (e.g., robots, smart homes, electric cars).

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Here's a set of goals framed explicitly in terms of the four language competences (reading, writing, listening, speaking) for 15-year-old secondary students learning past simple tense within the context of scientists' and inventors' biographies:

Major Goal: To develop students' communicative competence in English using the past simple tense when discussing the lives and achievements of scientists and inventors.

Specific Goals:

1. Reading Comprehension (Receptive): Students will be able to read biographical texts about scientists and inventors, identifying and understanding key events described using the past simple tense. They will demonstrate comprehension by answering specific questions about the timeline of events and the significance of achievements.

2. Writing Production (Productive): Students will be able to write short biographical paragraphs or summaries about scientists and inventors, accurately using the past simple tense to describe their lives and contributions. This includes correct sentence structure and appropriate use of vocabulary related to scientific achievements.

3. Listening Comprehension (Receptive): Students will be able to listen to a biographical audio recording or presentation about a scientist or inventor and identify key events and achievements described using the past simple tense. They will demonstrate comprehension by answering questions about the information presented.

4. Speaking Production (Productive): Students will be able to orally recount key events in the life of a scientist or inventor using the past simple tense, maintaining a clear and coherent narrative. They will demonstrate fluency and accuracy in their spoken English.

This approach directly addresses the four key language skills, ensuring a balanced development of receptive and productive competences. The focus on specific tasks within each competence makes the goals measurable and achievable.

How can I make these goals more engaging for students?

To make the past simple tense goals more engaging for 15-year-old students studying scientists and inventors' biographies, consider these modifications:

1. Incorporate Student Choice and Interest:

Scientist/Inventor Selection: Allow students to choose the scientist or inventor they research and present on. This taps into their personal interests and increases motivation.

Project Options: Offer a variety of project formats beyond just writing and presentations. Options could include creating a short video, designing a timeline infographic, writing a fictionalized diary entry from the scientist's perspective, or even a short dramatic skit.

2. Gamification and Competition:

Quizzes and Games: Use interactive quizzes, online games, or even classroom-based games to reinforce the past simple tense.

Team Competitions: Divide students into teams to research and present on different scientists, fostering collaboration and friendly competition. A simple points system for accuracy and presentation skills can add an element of fun.

3. Real-World Connections:

Current Events: Connect the past simple tense to current events by discussing how past scientific discoveries continue to impact our lives today.

Field Trips (if possible): A visit to a science museum or relevant historical site can provide a tangible connection to the material.

4. Collaborative Learning:

Peer Review: Encourage peer feedback on writing and presentations. This helps students learn from each other and improves their work.

Group Projects: Collaborative projects allow students to share the workload and learn from each other's strengths.

5. Use of Technology:

Interactive Whiteboards: Use interactive whiteboards for engaging activities and games.

Online Resources: Utilize online resources like videos, simulations, and interactive exercises to make learning more dynamic.

Prompt

Act as an English teacher as an EFL and generate a major goal and three specific goals for a group of secondary school students aged 15 years old working with past simple tense and the contexto related to biography of scientists and inventor. The objectives must be designed in terms of language competences.

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Lesson Objectives (What students will be able to do by the end):

Identify and use at least 10 adjectives to describe appearance and personality.

Apply descriptive vocabulary in speaking and writing tasks.

Construct grammatically correct sentences using "He/She is..." and "He/She has..."

Engage in a short spoken description of a person (real or imaginary).

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Here's a goal and two specific objectives for your English as a Foreign Language class, focusing on Argentine dishes, the verb "to be," and "vegetables":

Goal:

Students will be able to describe typical Argentine dishes using the verb "to be" and identify common vegetables present in these dishes.

Specific Objectives (in terms of competences):

* Linguistic Competence: By the end of the lesson, students will be able to accurately form affirmative, negative, and interrogative sentences using the verb "to be" when describing the characteristics (e.g., ingredients, taste, origin) of various Argentine dishes.

* Lexical Competence: Students will be able to identify and name at least eight common vegetables in English, specifically those often found in Argentine cuisine, when presented with visual aids or descriptions of dishes.

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**goal** and the **objective** for teaching the **Present Continuous tense** from a linguistic and pedagogical perspective:

🎯 **Goal (General Purpose):**

> To help students develop communicative competence in using the Present Continuous tense for describing current actions, temporary situations, and planned future events.

### ✅ **Objective (Specific Outcome):**

> By the end of the lesson/unit, students will be able to:

>

> * Identify the Present Continuous tense in spoken and written texts.

> * Form affirmative, negative, and interrogative sentences using the Present Continuous correctly.

> * Use the Present Continuous to describe actions happening **now**, temporary actions, and future arrangements.

For the **Present Continuous tense**, the **final objective** in a linguistic or pedagogical context—especially for students at A1–B1 levels—is usually stated as follows:

### ✅ **Final Objective:**

> **Students will be able to understand, accurately form, and appropriately use the Present Continuous tense to describe actions happening at the moment of speaking, temporary activities, and future arrangements.**

This objective breaks down into:

* **Recognition** of Present Continuous in listening and reading.

* **Production** of correct forms (affirmative, negative, interrogative).

* **Application** in real-life contexts (e.g., “I’m studying now,” “She is meeting her friend tomorrow.”).

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Lesson Plan Objectives: Past Simple Tense (Regular and Irregular Verbs)

Subject: English as a Second Language (ESL) Target Audience: 15-year-old students in a public school setting Grammar Focus: Past Simple Tense (Regular and Irregular Verbs) Contextual Theme: Technological Inventions for Communication

I. General Aim: The primary aim of this lesson is to enable students to accurately use and comprehend the Past Simple tense, focusing on both regular and irregular verb forms, within the relevant and engaging context of historical technological advancements in communication.

II. Specific Learning Objectives (Students will be able to):

1. Comprehend the Function of the Past Simple: Students will understand and identify the application of the Past Simple tense to describe completed actions and events in the past, specifically those related to the development of communication technologies.

2. Distinguish Verb Forms: Students will differentiate between regular and irregular verbs when forming the Past Simple tense, recognizing the consistent patterns of regular verbs and recalling common irregular verb forms.

3. Construct Grammatically Correct Sentences: Students will accurately construct affirmative, negative, and interrogative sentences in the Past Simple tense, incorporating both regular and irregular verbs, to narrate and inquire about the origins and evolution of communication devices.

4. Analyze Thematic Texts: Students will analyze short informational texts and multimedia content concerning historical communication inventions, extracting key details and events expressed in the Past Simple tense.

5. Articulate Information Coherently: Students will articulate information about a chosen technological communication invention, orally and/or in written form, demonstrating correct usage of the Past Simple tense to describe its invention and early impact.

III. Rationale for Contextual Theme: The theme of "Technological Inventions for Communication" is chosen for its high relevance and inherent interest to 15-year-old students. This context provides concrete, real-world examples for the application of the Past Simple tense, making the grammar accessible and memorable while simultaneously enriching students' general knowledge. It also facilitates opportunities for engaging discussions and collaborative activities, promoting active language use.

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“Lights, Camera… English!” Luciano Terán

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“Lights, Camera… English!” Luciano Terán

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General Goal:

To enable students to communicate in English in real-life contexts related to going to the cinema, by using the verb “to be” and functional language for asking about and purchasing snacks and drinks, as well as expressing preferences and giving simple descriptions of movies.

✅ Specific Objective 1 – Linguistic and Communicative Competence:

Students will be able to understand and use the verb “to be” in affirmative, negative and interrogative forms, to describe characters, movie genres, and opinions.
🔹 Examples: “It is a comedy.” / “She is not the villain.” / “Is it a horror movie?”
They will also learn to use "Can I have...?", "How much is it?", and related phrases to interact at the cinema snack bar.
🔹 Examples: “Can I have some popcorn, please?” / “How much is the soda?” / “It’s two dollars.”

✅ Specific Objective 2 – Sociolinguistic and Pragmatic Competence:

Through pair work and role-plays, students will simulate everyday situations at the cinema (e.g., buying snacks, talking about movies, asking for prices), using appropriate vocabulary and polite forms in context.
They will be able to:

Use vocabulary related to snacks (popcorn, soda, chocolate, chips, etc.) and drinks.

Practice polite interactions: greetings, requests, and thank-you expressions.

Express likes/dislikes and preferences: “I like action movies.” / “My favorite drink is soda.”

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Silvina Francia.  This class is for secondary students, who are going to learn first conditional 

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Silvina Francia.  This class is for secondary students, who are going to learn first conditional 

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The Main goal is to make a hotel reservation and the different payment options the hotel has

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🗓️ Conversation Class Syllabus: From B2 to C1 Level

Theme: The Impact of Technology on Communication
Lesson Duration: 60 minutes
Level: Upper-Intermediate to Advanced (B2 → C1)
Skill Focus: Speaking, vocabulary expansion, argumentation, and fluency

🎯 General Objective:

To develop learners’ ability to communicate effectively and spontaneously in English on abstract and complex topics, using precise vocabulary and structured argumentation.

✅ Specific Learning Objectives:

1. Fluency & Coherence

Speak at length on familiar and unfamiliar topics without unnatural hesitation.

Use linking words and discourse markers to organize thoughts clearly (e.g., on the other hand, for instance, therefore).

2. Vocabulary Expansion

Incorporate a range of topic-specific and idiomatic expressions (e.g., digital footprint, go viral, tech-savvy) when discussing modern communication.

Demonstrate accurate use of collocations and register in formal vs. informal contexts.

3. Argumentation Skills

Express personal opinions clearly and support them with reasons and examples.

Participate in structured debates, defending a position while responding to opposing viewpoints respectfully.

4. Pronunciation & Intonation

Improve natural speech rhythm and stress patterns to enhance clarity and expressiveness.

Use intonation effectively to convey emphasis and emotion in spontaneous conversation.

5. Intercultural Awareness

Compare communication styles across generations and cultures.

Reflect critically on the influence of technology in different social and cultural contexts.

📌 Lesson Goals:

By the end of this session, students should be able to:

Hold a sustained conversation about how technology affects communication.

Apply advanced vocabulary and idioms naturally in discussion.

Construct and deliver a well-structured argument in a debate-style setting.

Self-monitor and adjust tone, formality, and body language in spoken interactions.

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Act as a teacher of English as a foreign language and generate a general goal and two specific objectives for a group of adult learners aged 30 to 60 years old working with personal experiences from childhood.
The objectives have to be designed in terms of competences, considering that the linguistic contents are the past simple tense and phrasal verbs.

🎯 General Goal (Competency-Based):

To enable learners to communicate personal experiences from their childhood using the past simple tense and common phrasal verbs, both orally and in writing, in order to develop fluency and confidence in real-life communication.

✅ Specific Objectives (Competency-Based):

1. Learners will be able to narrate events from their childhood using the past simple tense accurately, demonstrating control of regular and irregular verbs in structured and semi-structured speaking tasks.

2. Learners will be able to understand and use common phrasal verbs (e.g. grow up, look after, get along) in context, showing comprehension and appropriate use in short written texts and dialogues about childhood experiences.

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You are a secondary school teacher of English. Students need to learn about modal verbs to give advice about health problems.

Create the objectives for a class planning

Here are some learning objectives for your activity on modal verbs for giving health advice:

By the end of this activity, students will be able to:

Identify common modal verbs used for giving advice (e.g., should, shouldn't, could, ought to, had better).

Correctly use modal verbs to offer appropriate advice for various health problems.

Formulate grammatically correct sentences using modal verbs to express suggestions and recommendations.

Differentiate between the nuances of various modal verbs when giving health advice (e.g., the strength of should vs. had better).

Engage in a short role-play or discussion using modal verbs to give and receive health advice

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Objetivos Generales

Desarrollar la capacidad de los estudiantes para utilizar estructuras comparativas y superlativas en inglés en contextos relacionados con productos bancarios.

Fomentar la comprensión y producción oral y escrita en situaciones comunicativas reales vinculadas al ámbito financiero.

Promover el uso del vocabulario específico de banca minorista para realizar comparaciones y recomendaciones.

Objetivos Específicos

Identificar y aplicar correctamente los adjetivos comparativos y superlativos en oraciones.

Comparar productos y servicios bancarios utilizando estructuras gramaticales adecuadas.

Utilizar el lenguaje comparativo para expresar recomendaciones o sugerencias en contextos simulados (como atención al cliente).

Integrar el vocabulario de la unidad (e.g. mortgage, online banking, product phrases) en producciones orales y escritas.

Participar activamente en interacciones colaborativas que requieran el uso de comparaciones dentro de un marco comunicativo realista.

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✅ Overall Goal:

By the end of this unit, students will be able to comprehend and produce short descriptive texts about healthy lifestyles using present simple tense. They will also be able to engage in peer interaction through digital tools (e.g., Google Forms and QR codes), and reflect on personal and group health-related habits through class presentations.

🎯 Specific Objectives (Competency-Based):

1. Reading & Listening Comprehension + Identification of Healthy Habits

Students will be able to understand short texts and spoken descriptions of routines and healthy behaviors, identifying main ideas, daily activities, and time expressions. They will also classify actions as healthy or unhealthy.

Linguistic Content Focus: Recognition of present simple affirmative and negative structures and vocabulary related to food, routines, and time (e.g., He eats breakfast at 7 a.m., She drinks water).

Competency Addressed: Critical reading and listening, information extraction, and categorization of health-related habits.

2. Written Production & Digital Communication

Students will be able to write grammatically correct sentences about a real or fictional character’s healthy routine using the present simple affirmative. They will also create basic yes/no and wh- questions using the interrogative form to include in a Google Form survey, which they will share via QR code for peer interaction.

Linguistic Content Focus: Construction of present simple affirmative and interrogative sentences; appropriate vocabulary related to health and routines; correct word order and auxiliary use in questions.

Competency Addressed: Written communication, digital tool integration (Google Forms + QR), creativity, and formulation of survey questions.

3. Oral Presentation & Reflective Analysis

Students will be able to present their poster and healthy character orally, explain their survey questions, and later analyze and summarize the results obtained from peer responses. They will then present their group’s findings to the class.

Linguistic Content Focus: Oral fluency using present simple; formulation and pronunciation of questions (e.g., What time do you go to bed?); use of simple summarizing structures (e.g., Most students eat vegetables. Some students don’t exercise.)

Competency Addressed: Public speaking, data interpretation, collaboration, and reflective communication in English.

Romina Gutierrez

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General Goal:

By the end of the lesson, students will be able to recommend places to visit in Argentina using the modal verb should while describing buildings and features, demonstrating communicative competence in both spoken and written forms.

Specific Competence-Based Objectives:

1. Linguistic Competence:

Students will use the modal verb should accurately in affirmative, negative, and interrogative forms to give recommendations about tourist attractions in Argentina (e.g., "You should visit Iguazú Falls because of its amazing waterfalls.").

2. Sociocultural & Pragmatic Competence:

Students will identify and describe key buildings and natural features of famous Argentinian landmarks (e.g., "The Obelisco is a tall monument in Buenos Aires," "The Perito Moreno Glacier has huge ice formations.") and justify recommendations using should/shouldn’t based on cultural or practical reasons (e.g., "You should visit La Boca for its colorful houses, but you shouldn’t go alone at night.").

3. Interactive & Productive Competence:

Students will collaborate in pairs or small groups to create a short travel guide (written or digital) recommending three places in Argentina, using should and descriptive vocabulary about buildings and features, then present their suggestions to the class with clear reasoning.

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Act as a teacher of English as a foreign language and generate a general goal and two specific objectives for a group of primary school students aged 6 years old working with a game "At the hospital" .The objectives have to be designed in terms of competences, considering that the linguistic contents are "Parts of the body"

Okay, acting as an EFL teacher for primary school students, here's a general goal and two specific objectives for a game "At the Hospital" focusing on "Parts of the Body" for 6-year-olds, designed in terms of competences.

General Goal:

By the end of this activity, students will be able to understand and use basic vocabulary related to "Parts of the Body" in a playful, interactive context, enhancing their communicative competence in English within a familiar scenario like a hospital visit.

Specific Objectives (Competence-Based):

1. Linguistic Competence: Students will be able to identify and name at least 5-7 common parts of the body (e.g., head, arm, leg, hand, foot, tummy, nose) when prompted visually or verbally by the teacher or peers during the "At the Hospital" game. This demonstrates their developing lexical knowledge and ability to respond to simple questions about the body.

2. Pragmatic-Communicative Competence: Students will be able to participate in simple simulated dialogues related to a "hospital visit" (e.g., "What hurts?", "My [body part] hurts," "Feel better!") by using the target vocabulary and appropriate gestures, showing an emerging ability to interact meaningfully in a thematic context. This focuses on their functional use of language and their capacity for basic social interaction within the game's framework.

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Absolutely—let’s imagine you are an English teacher working with secondary-level adult students, focusing on alternative medicines, especially plants, and integrating the verb to be.

Here’s a clear proposal for:
✅ One general goal
✅ Two specific objectives stated in terms of competences

🌿 General Goal
Develop students’ communicative competence to describe and discuss alternative medicines—particularly medicinal plants—using the verb to be, in order to express basic information, characteristics, and personal opinions in simple present tense.

🌱 Specific Objective 1 (Linguistic Competence)
Students will be able to use the verb to be accurately in affirmative, negative, and interrogative forms to describe properties and uses of medicinal plants (e.g., “Lavender is good for stress,” “This plant is not common,” “Is it effective?”).

🌱 Specific Objective 2 (Sociolinguistic and Pragmatic Competence)
Students will be able to participate in short, guided dialogues and simple presentations to exchange information about alternative medicines, expressing their preferences and recommendations in culturally appropriate ways (e.g., “I think chamomile is a safe remedy,” “What is your opinion about aloe vera?”).

If you’d like, I can help you adapt these further or create activities to match!

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PROMPT: I am a teacher of English at secondary school, I work with teenagers with elementary english knowledge. I need objectives for a plan, the content is present perfect tense and the context is life experiences

Certainly! When teaching the Present Perfect Tense in the context of life experiences to teenagers with elementary English knowledge, your lesson objectives should be clear, achievable, and engaging. Here are some well-structured objectives for your lesson plan:

Lesson Objectives:

By the end of the lesson, students will be able to:

1. Recognize the form of the Present Perfect Tense (affirmative, negative, and interrogative) with "have/has + past participle".

Example: "I have visited Paris." / "She hasn’t tried sushi." / "Have you ever seen a ghost?"

2. Understand the use of the Present Perfect to talk about life experiences (without specifying when they happened).

Key phrases: "ever/never," "before," "in my life."

3. Ask and answer questions about personal experiences using "Have you ever…?"

Example: "Have you ever ridden a horse?" – "Yes, I have." / "No, I haven’t."

4. Distinguish between the Present Perfect (experiences) and the Past Simple (specific past events).

Example: "I have been to Italy." (experience) vs. "I went to Italy last year." (specific time)

5. Write and share 2-3 sentences about their own life experiences using the Present Perfect.

Example: "I have eaten sushi. I haven’t traveled abroad."

Additional Supportive Goals:

Engage in pair/group discussions about experiences to build fluency.

Play interactive games (e.g., "Find someone who has…") to reinforce learning.

Listen to short dialogues (e.g., interviews) and identify Present Perfect sentences.

Would you like any adjustments based on your students' level or specific activities you plan to use? 😊

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General Aim

To enable students to understand and use the past simple tense to describe events and actions in the lives of famous people, enhancing their communication skills in written and spoken English.

Specific Objectives (in terms of competences)

1. Linguistic Competence:
Students will be able to identify and correctly use regular and irregular verbs in the past simple tense to construct grammatically accurate sentences about historical or famous figures.

2. Communicative Competence:
Students will be able to produce short written biographies and participate in oral presentations or conversations describing the main events in a famous person’s life, using appropriate past simple structures and vocabulary.

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Here are some objectives for a class about touristic places in the world using comparative and superlative adjectives, designed for 12-year-old students:

Overall Learning Goal: Students will be able to describe and compare touristic places around the world using comparative and superlative adjectives.

Specific Learning Objectives:

By the end of this unit/lesson, students will be able to:

Identify and differentiate between comparative and superlative adjective forms. (e.g., bigger vs. biggest, more beautiful vs. most beautiful).

Correctly use comparative adjectives to compare two touristic places based on given criteria (e.g., "The Eiffel Tower is taller than the Leaning Tower of Pisa.").

Correctly use superlative adjectives to describe one touristic place as having a quality to the highest degree within a group (e.g., "Mount Everest is the highest mountain in the world.").

Describe at least three different touristic places using a variety of adjectives in both comparative and superlative forms.

Formulate simple sentences comparing and contrasting different touristic destinations.

Ask and answer questions about touristic places using comparative and superlative adjectives (e.g., "Which is the most exciting city?", "Is New York busier than London?").

Express personal preferences for touristic places, justifying their choices using comparative and superlative adjectives (e.g., "I think the Amazon Rainforest is the most interesting place because it's more diverse than any other jungle.").

Collaborate with peers to share information and opinions about touristic places.

Expand their vocabulary related to travel and geographical features.

Examples of what students will do to demonstrate these objectives:

Complete gap-fill exercises using comparative and superlative adjectives.

Create short presentations or posters comparing and contrasting two or more touristic places.

Participate in a "guess the place" game where clues involve comparative and superlative descriptions.

Write short paragraphs describing their ideal vacation spot using comparative and superlative adjectives.

Engage in role-playing scenarios (e.g., travel agent and client) using the target grammar.

These objectives are clear, measurable, and appropriate for 12-year-old learners, focusing on both grammatical accuracy and communicative competence.

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act as a teacher english, you have to plan the objectives for a class about present simple for students of 16 years old. (THE PROMPT)

Lesson Objectives

By the end of this 90-minute class, students will be able to:

1. Form:

Form positive, negative, and interrogative sentences in the simple present tense correctly, paying special attention to the third person singular (-s/-es/-ies).

Identify and apply the correct spelling rules for adding '-s', '-es', and '-ies' to verbs in the third person singular.

2. Use:

Describe daily routines and habits using adverbs of frequency (e.g., always, often, sometimes, never).

Talk about general truths, facts, and permanent situations (e.g., "The sun rises in the east," "Water boils at 100°C").

Discuss hobbies and regular activities using time expressions (e.g., every day, on weekends, in the morning).

3. Contextualize:

Distinguish between the simple present and present continuous tenses, understanding when to use each for different contexts (e.g., "I usually play tennis on Saturdays" vs. "I am playing tennis right now").

Apply the simple present in a practical, communicative context through speaking and writing activities (e.g., interviewing a partner about their daily routine, writing a paragraph about a celebrity's life).

4. Pronunciation:

Correctly pronounce the '-s' ending in the third person singular, recognizing the three different sounds: /s/, /z/, and /ɪz/.

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General Goal

Develop students' communicative competence in sharing and inquiring about personal life experiences, enabling them to connect with peers by using English as a tool for self-expression and social interaction.

Objective 1: Interpersonal & Oral Competence

Students will be able to engage in a structured conversation by interviewing a partner about their life experiences. They will successfully ask and answer at least five questions using the present perfect tense and relevant vocabulary (e.g., "Have you ever travelled abroad?", "Yes, I have. I've been to Spain.").

Objective 2: Digital & Written Competence

Students will be able to produce a short, personal written text for an authentic purpose, such as a "Class Wall of Experiences" or a mock social media profile. The text will describe at least two achievements or significant experiences, correctly applying the present perfect and vocabulary of accomplishment (e.g., "I have learned to play the guitar," "I have won a school competition.").

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**General Goal:**

By the end of the unit, students will be able to describe and compare different family structures around the world using *"have got"* and *possessive adjectives* in oral and written communication.

**Specific Competence-Based Objectives:**

1. **Listening & Speaking Competence:**

- Students will be able to ask and answer questions about family members and possessions using *"have got"* and *possessive adjectives* (e.g., *"Has María got a big family?" – "Yes, her family has six members."*) in pair or group discussions about families from different cultures.

2. **Writing & Reading Competence:**

- Students will write a short paragraph (5-7 sentences) describing a fictional or real family from another country, correctly using *"have got"* and *possessive adjectives* (e.g., *"In Japan, Ken’s family has got a small house. His parents have got traditional jobs..."*), demonstrating accuracy in structure and vocabulary.

These objectives integrate linguistic content with intercultural awareness while targeting communicative and descriptive skills.

Would you like any adjustments based on proficiency level or additional skills?

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Hi, my name is Laura and I asked Copilot to act as an English teacher as a foreign language and create two objectives for a group of primary school students aged 10 years old. The linguistic context is verb to be, and numbers from 1 to 20. This was the result:

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Prompt: Act as a teacher of English as a foreign language and generate a general goal and two specific objectives for a group of primary school students aged 11 years old working with their daily routine. The objectives are to be designed in terms of competencies, considering the present simple and daily verbs

Result: Here's a general goal and two specific objectives for your 11-year-old primary school students, focusing on daily routines, the verb "to be," and integrating the present simple and daily verbs within a competency framework:

General Goal:

Students will be able to describe their own and others' daily routines using basic vocabulary and grammatical structures, fostering effective communication and a foundational understanding of English in everyday contexts.

Specific Objectives (Competency-Based):

* Linguistic Competency: By the end of the unit, students will be able to accurately use the present simple tense with common daily routine verbs (e.g., "get up," "eat breakfast," "go to school," "brush teeth," "do homework," "go to bed") and the verb "to be" (e.g., "I am," "he/she is," "we are") to construct simple sentences about their daily activities, demonstrating correct subject-verb agreement and basic sentence structure. This will be evidenced through their ability to complete guided sentence exercises and orally describe a short sequence of their morning or evening routine with minimal errors.

* Communicative & Pragmatic Competency: Students will be able to ask and answer simple questions about daily routines using "What time...?" "When...?" and "Do you...?" with appropriate intonation and basic conversational fluency. They will demonstrate the ability to understand and respond to inquiries about their own and a partner's daily schedule, actively participating in short, structured dialogues and demonstrating comprehension of spoken instructions related to daily activities.

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🎯 Class Objectives (Lesson 10 – Professions + Verb To Be)

1. Recognize and name common professions in English (e.g., teacher, doctor, police officer, firefighter).

2. Use the verb "to be" in simple positive and negative sentences with previously learned pronouns (I, we, they, it) and new profession vocabulary.

Examples: I am a teacher. / We are not doctors.

3. Understand and practice sentence structure using subject + verb "to be" + profession (positive and negative).

4. Participate in guided speaking and listening activities to reinforce vocabulary and basic sentence construction.

5. Demonstrate comprehension through a simple oral or written activity (matching, sentence completion, or mini-dialogue).

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General objective:

Develop students’ communicative competence to identify, describe, and compare parts of the school and the rural school in English, correctly using the structures to be, there is, and there are.

Specific objectives:

1. Enable students to recognize and name different parts of the school and rural school in English, using there is/there are to express existence.

2. Enable students to describe orally and in writing the characteristics of their rural school, using the verb to be to indicate basic states or qualities of school spaces.

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🎯 General Goal

To develop students’ ability to express personal preferences about food using the Present Simple and the structures "I like / I don’t like", enhancing their communicative competence and confidence in sharing opinions in English.

✅Specific Objectives

1. Linguistic and Communicative Competence

Students will be able to use the Present Simple to express their food preferences both orally and in writing (e.g., "I like pizza." / "I don’t like broccoli."), through dialogues, class surveys, and short written descriptions.

2. Interpersonal and Sociolinguistic Competence

Students will be able to ask and answer questions about food preferences using correct sentence structure and appropriate vocabulary (e.g., "Do you like pasta?" / "Yes, I do." / "No, I don’t."), fostering interaction and respectful listening in pair and group work activities.

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🎯 General Goal:

To enable students to communicate basic personal and family information in English by using the verb to be in present simple tense, along with relevant vocabulary, while promoting inclusive language and gender awareness in line with ESI principles.

✅ Objectives (in terms of communicative competences):

1. Linguistic Competence:
Students will use the verb to be in affirmative, negative, and interrogative sentences to describe themselves and members of their family (e.g., She is tall. / Is he your brother?).

2. Sociolinguistic Competence:
Students will demonstrate awareness of respectful and inclusive language when referring to diverse family structures and gender identities in classroom interactions and written texts.

3. Pragmatic Competence:
Students will participate in short, structured dialogues or write simple descriptions that include personal details (name, age, family, and physical characteristics) and references to their home environment.

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prompt:act as a teacher of english as a foreign language in 3rd year of secondary school and generate two specific objectives working with biographies of famous people from the science field.these objectives have to be designed in terms of competences considering the linguistic content of simple past tense

Objective 1: Communicative Competence (Writing & Grammar)

Students will be able to write a short biography (100–150 words) of a famous scientist using the simple past tense to describe key life events (e.g., birth, education, discoveries, death), demonstrating appropriate use of regular and irregular verbs.

🎯 Objective 2: Communicative Competence (Reading & Vocabulary Acquisition)

Students will be able to understand and extract specific information (e.g., dates, places, achievements) from short biographies of famous scientists, identifying and recognizing the use of the simple past tense in context, with a focus on time expressions (e.g., in 1905, at the age of 20, during his lifetime).

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.

🧭 General Goal:

Students will be able to describe and present their daily school routine and technical activities using the Present Simple tense, in both spoken and written forms, through a creative video simulating a YouTube vlog.

🎯 Specific Objectives (Competence-Based):

1. Communicative Competence (Spoken Interaction and Production):
Students will be able to orally present their daily school routine as if they were YouTubers, using the Present Simple with appropriate pronunciation, intonation, and body language, to engage a digital audience.

2. Linguistic and Digital Literacy Competence (Written Planning & Technological Integration):
Students will be able to write a script for their video using the Present Simple to describe their school day (e.g., “I arrive at school at 7:30. Then I go to the workshop.”), and use basic video recording and editing tools to produce a short, coherent, and visually clear video.

📹 Final Task:

Create a 2–3 minute video where students act as YouTubers and show their typical day at their technical school, describing their routine in the Present Simple. They should include both general school activities and specific technical subjects or workshop tasks.

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Prompt - ChatGPT

Act as a teacher of English as a foreign language and generate a goal and two specific objectives for a group of secondary school students aged 15 years old working with "my biography"

The objectives must be designed in terms of competences, considering that the linguistic contents are the verb "to be" , "present simple and past simple time" "vocabulary: daily routines, habits, activities and experiences.

Answer:

Goal:

Students will be able to write a short biography about themselves that describes their identity (who they are), their daily routines and habits (what they usually do), and their past experiences (key moments in their life). This biography will help students practice using correct grammar and vocabulary in context.

Specific Objectives:

1. Linguistic Competence:

This objective focuses on the students’ ability to use language structures (grammar) correctly:

Students will learn to use the verb "to be" to describe their identity, for example: I am a student. I am from Argentina.

They will use the present simple to talk about their routines, such as: I wake up at 7 a.m. every day. I go to school in the morning.

They will use the past simple to describe past experiences, like: Last summer, I visited my grandparents.

This objective ensures students can apply these grammatical structures in their biographies.

2. Communicative Competence:

This objective emphasizes the students’ ability to express themselves in a way that makes sense and communicates their ideas clearly:

They will use vocabulary related to daily routines, habits, and activities, such as wake up, study, play sports, travel, visit friends.

Students will organize their ideas in a logical way, starting with basic information (e.g., their name, age, and where they live), followed by their daily habits, and ending with their past experiences.

By the end, they should be able to present their biographies to their classmates, showing that they can share personal information clearly and confidently.

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General Goal: By the end of the lesson, students will be able to describe their daily routines using basic vocabulary and grammar structures in English.

Specific Objectives:

1. Vocabulary: Students will be able to use and understand common vocabulary related to daily routines, such as:

- Wake up, get up, have breakfast, go to school, do homework, play, eat dinner, go to bed

- Morning, afternoon, evening, night

2. Grammar: Students will be able to use the present simple tense to describe their daily routines, including:

- Using verbs like "I wake up", "I have breakfast", "I go to school"

- Using adverbs of frequency like "always", "usually", "sometimes"

3. Communication: Students will be able to describe their daily routines in short sentences and conversations, including:

- Answering questions like "What time do you wake up?" or "What do you do after school?"

- Asking questions like "What time do you go to bed?" or "Do you like playing sports after school?"

By achieving these objectives, students will be able to communicate effectively about their daily routines and develop their language skills in a fun and engaging way.

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Prompt

Act as an English teacher. I am planning a class for high school students, 14 years old.

Language content is the future with “going to ”, and the context is to talk about plans for the weekend or vacation.

I need you to generate the following a general goal for unity and two specific objectives

Clearly indicates the focus of the linguistic content on each objective.

🎯 Overall Goal:

Students will be able to understand and express future plans related to everyday life (such as weekends or holidays), using the “going to” future structure in both oral and written interactions.

✅ Specific Objectives:

1. Communicative Competence:
Students will ask and answer questions about personal plans using the “going to” structure in meaningful contexts.
Linguistic Focus: correct use of “be going to” to express future intentions.
Example: “What are you going to do this weekend?” – “I’m going to visit my grandparents.”

2. Linguistic Competence:
Students will produce affirmative, negative, and interrogative sentences with “going to” to describe future activities in dialogues and short texts.
Linguistic Focus: sentence formation using “going to” + base verb; subject–verb agreement with to be.
Example: “She is going to travel next month.” / “They aren’t going to play football.”

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Prompt: Act as an teacher of English as a foreign language and generate one general objective and 3 specific ones about the content "have got(affirmative and negative)" and the context "Describing my favourite character". This is aimed at sts aged 8-9.

Certainly! Here's a set of clear and age-appropriate objectives for a lesson on "have got (affirmative and negative)" in the context of "Describing my favourite character", aimed at 8–9-year-old ESL students.

🎯 General Objective:

Students will be able to describe the physical appearance of a favourite character using the structure "have/has got" in both affirmative and negative forms.

✅ Specific Objectives:

1. Grammar Focus:
Students will identify and correctly use "have got" and "has got" in affirmative and negative sentences (e.g., She has got long hair. He hasn’t got blue eyes.).

2. Vocabulary Focus:
Students will recognize and apply key vocabulary for physical features (e.g., eyes, nose, mouth, ears, hair) and adjectives (e.g., big, small, long, short).

3. Speaking/Writing Focus:
Students will produce a short oral or written description of their favourite character, using at least three correct "have got" sentences to describe physical traits.

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General Goal:

Students will be able to understand and communicate about daily and weekly routines in the context of their technical school and personal lives, using the Present Simple tense appropriately in both spoken and written English.

Specific Objectives (Competence-Based):

1. Communicative Competence (Oral Production):
Students will be able to describe their own daily routine and technical school schedule using the Present Simple, with correct word order, appropriate time expressions (e.g., at 7 a.m., on Mondays), and relevant vocabulary from their technical field.

2. Linguistic Competence (Written Production):
Students will be able to write a short paragraph (5–8 sentences) about a classmate's routine, applying subject-verb agreement rules in the Present Simple and using connectors (e.g., then, after that, finally) to organize ideas logically.

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Goal:
To enable 14-15-year-old students to understand and use the present simple tense accurately through reading texts about unusual real-life facts, while expanding their vocabulary related to professions and enhancing their overall language skills.

Objectives:

1. Comprehension and Recognition:
Students will be able to identify the structure and usage of the present simple tense in reading texts featuring unusual facts about professions, recognizing subject-verb agreement and verb forms, especially the third-person singular "-s" ending.

2. Vocabulary Development:
Students will learn and correctly use new vocabulary related to various professions encountered in the reading texts, integrating these terms into their spoken and written language to describe habitual actions and general truths.

3. Language Use and Production:
Students will practice producing sentences and short paragraphs using the present simple tense to describe routines, habits, and facts about professions, applying their understanding in both oral and written activities inspired by the reading materials.

This approach combines grammar focus with meaningful content (unusual facts about professions) to engage students and develop their language use in context.

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Our School Farm (García W. Ma. Victoria)

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Our School Farm (García W. Ma. Victoria)

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Here are the objectives designed for 4th grade students in a rural school in San Carlos, who are learning about farm animals and using there is / there are.

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🎯 Main Objective:

Students will be able to identify and describe farm animals using “there is” and “there are” in meaningful, real-life contexts related to their school environment.

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✅ Specific Objectives:

1. Students will identify and name at least five farm animals found in their school farm using flashcards, images, or real observation.

2. Students will construct simple sentences using “there is” and “there are” to describe animals they see on the school farm.

(e.g., “There is a pig.” / “There are four chickens.”)

3. Students will create a visual representation (drawing, collage, or poster) of their school farm and orally present it using correct “there is / t here are” structures.

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🌟 General Goal:

To enable students to understand and describe personal and others’ daily routines, including those of famous people, using the simple present tense and time expressions, both orally and in writing, demonstrating comprehension and appropriate linguistic structures.

✅ Specific Objective 1 (Linguistic Competence - Production):

By the end of the unit, students will be able to produce short oral and written descriptions of their own daily routines and those of famous people, using appropriate vocabulary related to daily activities, correct sentence structure in the simple present tense, and time expressions (e.g., "at 7 o'clock", "in the morning").

✅ Specific Objective 2 (Communicative and Sociolinguistic Competence - Interaction):

By the end of the unit, students will be able to ask and answer questions about daily routines and times in short oral exchanges (e.g., interviews or role plays), demonstrating understanding of the simple present tense and appropriate use of time expressions.

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Act as an English teacher at secondary school in which students' level of english is elementary and create a general and two specific objetives for the linguistic content "present continuous"

ChatGPT Plus

Certainly! Here's a suitable set of objectives for teaching the Present Continuous tense to elementary-level secondary school students:

General Objective:

To enable students to understand and use the Present Continuous tense to describe actions happening now and around the present moment.

Specific Objectives:

1. Students will be able to identify the structure of the Present Continuous tense (subject + am/is/are + verb-ing) in affirmative, negative, and interrogative sentences.

2. Students will be able to use the Present Continuous tense to describe what they and others are doing at the moment of speaking, through simple spoken and written exercises.

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Here's a lesson plan outline with a general goal and two specific goals for 10-year-old primary students, focusing on physical description and possessive adjectives:

English as a Foreign Language Lesson: Describing Ourselves and Others!

Target Audience: 10-year-old primary students

Main Linguistic Content: Possessive Adjectives (my, your, his, her, its, our, their)

Vocabulary Focus: Physical descriptions (hair color/style, eye color, height, build, etc.)

General Goal:

By the end of the unit, students will be able to describe themselves and others using basic physical descriptors and correctly apply possessive adjectives to indicate ownership of physical features. They will gain confidence in communicating personal information and observations in English.

Specific Goals:

* Students will be able to identify and use at least 5 new vocabulary words related to physical appearance (e.g., blonde, curly, tall, short, blue eyes) in simple sentences.

* Example Activity: Matching pictures of people with descriptive adjectives; completing gap-fill exercises describing cartoon characters.

* Students will be able to accurately use the possessive adjectives my, your, his, her, our, and their in sentences when describing physical characteristics (e.g., "She has her long hair," "This is my brown hair," "He has his blue eyes").

* Example Activity: "Guess Who?" game where students describe a classmate's appearance using possessive adjectives; drawing self-portraits and writing sentences about their own features

using "my."

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Prompt: Pretend that you are an English teacher as a foreign language in Argentina. The teacher uses the Communicative Approach and Backwards Design as a curriculum.  Generate a goal and three specific objectives (to show linguistic competence-production, communicative competences) for a group of thirteen-year-old students in an Argentinian public high school. The topic of the lesson is related to “Places in a town”.  The specific objectives must be designed in terms of communicative competences (production and communicative competence), considering that the linguistic contents are “There is”, “There are”, “Where is...?” and prepositions of place: in, on, next to, between, in front of and above. Do not focus on grammar structures; focus on communicative competence

OUTCOME with GEMINI AI:

Goal:

By the end of this lesson, students will be able to confidently ask for and provide directions to various places in a town, effectively communicating location information in simple English.

Specific Objectives (focused on Communicative Competence):

1. Communicative Competence (Interacting/Asking): Students will be able to initiate and successfully ask "Where is...?" questions to inquire about the location of specific places (e.g., "Where is the post office?", "Where is the park?") when given a map or a simulated town scenario.

2. Communicative Competence (Producing/Describing): Students will be able to respond to "Where is...?" questions by providing clear and understandable descriptions of a place's location, making use of phrases like "There is..." or "There are..." and appropriate prepositions of place (in, on, next to, between, in front of, above), enabling a peer to correctly identify the location.

3. Communicative Competence (Understanding/Following): Students will be able to listen to and follow simple spoken directions or descriptions of locations (e.g., "The school is next to the bank," "There is a park in front of the hospital") provided by the teacher or peers, demonstrating their comprehension by pointing to or identifying the correct place on a map or in a visual representation of a town.

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Marta Rosana Yufra - TECHNICAL ENGLISH I - Unit 1 - Sabrina, S. (2012). Flash on English for Mechanics, Electronics and Technical Assistance/Sabrina Sopranzi.

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Marta Rosana Yufra - TECHNICAL ENGLISH I - Unit 1 - Sabrina, S. (2012). Flash on English for Mechanics, Electronics and Technical Assistance/Sabrina Sopranzi.

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PROMPT:

act as a technical english teacher using the texts and activities from the PDF to write a goal, 2 objectives and 3 written activities to develop critical thinking about Conditionals I and II

GPT ANSWER

🎯 Overall Goal of the Lesson:

To develop students' critical thinking and technical communication skills by using Conditional Type I and II structures to analyze real and hypothetical situations in mechanical engineering, based on authentic texts from Unit 1.

🎯 Objectives:

1. To analyze real and hypothetical outcomes in mechanical engineering using Conditional Type I and II structures.

2. To foster critical thinking by evaluating material choices and processes through the lens of cause-effect and problem-solving.

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🎯 Lesson Objectives (Learning Goals)

By the end of the lesson, students will be able to:

Identify objects in a classroom using there is / there are.

Describe a picture or a real environment using affirmative and negative forms.

Ask and answer simple questions using Is there...? / Are there...?

Write short sentences using there is / there are correctly.

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General Goal:

Develop communicative and creative competences by designing a model of their house or school, identifying and describing its parts using "there is" and "there are" in affirmative sentences.

Specific Objectives (Competence-Based):

1. Linguistic Competence:

- Identify and name the different parts of a house or school in English, constructing simple affirmative sentences using "there is" (for singular) and "there are" (for plural)

- Example: "There is a kitchen in my house." / "There are three classrooms in my school."

2. Creative and Collaborative Competence:

- Design and present a physical or digital model of their house or school, labeling its parts and orally describing it using at least five correct sentences with "there is" and "there are" in a collaborative group setting.

- Example: "In our school, there is a playground. There are two bathrooms."

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I am a high school English teacher in Salta, Argentina. I need a detailed lesson plan for my students to practice and use vocabulary related to places in the city, combined with the grammar structure “there is / there are” and prepositions of place (e.g., next to, in front of, behind, between, opposite, near). The lesson should include both oral and written activities to help students describe and locate places in a city context.

Goal (General Objective):

By the end of the lesson, students will be able to describe and locate places in a city using “there is / there are” and appropriate prepositions of place, in both spoken and written forms.

Specific Objectives (Competency-Based):

1. Oral Communication Objective:

Students will be able to ask and answer questions about locations in a city using “there is / there are” and prepositions of place, demonstrating basic interaction skills in a familiar context.

2. Writing Objective:

Students will write short descriptive sentences or a short paragraph about a city or neighborhood map, correctly using “there is / there are” with a variety of prepositions of place.

3. Vocabulary and Grammar Usage Objective:

Students will identify and apply vocabulary related to places in the city and use prepositions of place accurately in both oral and written tasks.

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General Goal (Competency-Based):

Students will develop the communicative competence to describe and compare personal experiences and routines related to exam preparation using the verb to be and comparative adjectives in spoken and written English.

✅ Specific Objectives (Based on Competences):

1. Linguistic Competence:
Students will be able to use the verb to be correctly in context to describe feelings and conditions related to exams (e.g., I am nervous, He is ready, We are tired).

2. Communicative Competence:
Students will be able to compare their study habits and feelings using comparative adjectives (e.g., I am more confident than last year, This exam is easier than the math test) in short dialogues and written sentences.

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Here are a general goal and two specific objectives for your 9-year-old primary school students learning about the parts of the body, incorporating "have to" for communicative competence:

General Goal

By the end of the unit, students will be able to identify and name major body parts and express physical abilities or necessities related to them using the verb "have to" in simple sentences.

Specific Objectives

1. Students will be able to describe what they can do with different body parts using "I have to..." (e.g., "I have to use my legs to run," "I have to use my hands to clap") with 80% accuracy during a show-and-tell activity.

2. Students will be able to understand and respond to simple commands or questions involving "have to" and body parts (e.g., "What do you have to do to eat?", "You have to move your arms to swim") by performing the action or giving a one-word answer.

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General Objective:

Students will be able to talk and write about their daily routines using simple present tense with familiar vocabulary and situations from rural life.

✅ Specific Objectives

By the end of the lesson, students will be able to:

1. Identify common vocabulary related to daily activities in a rural setting.

Example: fetch water, milk the cow, cook food, go to the farm, feed animals.

2. Use the simple present tense to describe their own daily routine.

Example: "I wake up at 5 a.m." "I help my mother cook."

3. Sequence daily routine activities using time expressions like "in the morning," "after school," "at night."

Example: "In the morning, I go to the farm. After school, I play with my friends."

4. Ask and answer questions about someone else’s routine using simple present tense.

Example: "What time do you wake up?" "When do you go to the market?"

5. Write 4–6 sentences describing their daily routine using correct grammar and time order.

Example: "I wake up at 6. I brush my teeth. I feed the goats. I go to school at 8."

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https://chatgpt.com/s/t_68629d3949c881918cdedd7c3478c5f9

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Prompt:

Hello! Can you act as the teacher of English as a second language and generate a general goal and two specific objectives for a group of children aged 6 to 8 years old working with my body? The objectives have to be designed in terms of competences, considering that the linguistic contents are this is/these are and parts of the body

Answer:

Hello! Absolutely, here’s a general goal and two specific objectives framed in terms of competences for your ESL class (ages 6–8), focused on the topic "My Body" and using the linguistic structures "This is / These are" and parts of the body:

General goal:

To develop students’ communicative competence in English by enabling them to identify and describe parts of the body using basic demonstrative structures in meaningful and age-appropriate contexts.

Specific Objectives (Competence-Based):

Communicative Competence:

Students will be able to orally identify and name main parts of the body using the structure “This is my...” or “These are my...” in simple sentences during guided speaking activities (e.g., games, songs, or flashcard exercises).

Linguistic Competence:

Students will be able to understand and differentiate the use of singular and plural demonstratives (this is / these are) when referring to one or more parts of the body in short listening or matching tasks.

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General Communicative Competence:

Students will develop the ability to use the first conditional structure to communicate effectively about future environmental outcomes and responsible actions in real-life contexts.

✅ Specific Competences:

1. Linguistic Competence (Grammar Awareness):
Learners will recognize and accurately use the first conditional structure (if + present simple, will + base verb) to talk about cause and effect in environmental contexts.

2. Oral Communicative Competence (Speaking):
Learners will express ideas, make predictions, and give suggestions about environmental issues using the first conditional in pair or group discussions.

3. Written Communicative Competence (Writing):
Learners will produce a short written text (e.g., paragraph, flyer, or poster) using first conditional sentences to promote environmentally friendly habits and raise awareness.

4. Receptive Communicative Competence (Reading):
Learners will read and interpret short environmental texts (e.g., articles, infographics) to identify conditional statements and understand the relationship between actions and their consequences.

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🎯 General Goal

To develop students’ ability to express personal preferences about food using the Present Simple and the structures "I like / I don’t like", enhancing their communicative competence and confidence in sharing opinions in English.

✅ Specific Objectives

1. Linguistic and Communicative Competence
Students will be able to use the Present Simple to express their food preferences both orally and in writing (e.g., "I like pizza." / "I don’t like broccoli."), through dialogues, class surveys, and short written descriptions.

2. Interpersonal and Sociolinguistic Competence
Students will be able to ask and answer questions about food preferences using correct sentence structure and appropriate vocabulary (e.g., "Do you like pasta?" / "Yes, I do." / "No, I don’t."), fostering interaction and respectful listening in pair and group work activities.

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General goal for teaching the Present Continuous to second-year secondary students, along with two more specific objectives, all framed within a school context:

General Goal:

By the end of the unit, second-year students will be able to confidently understand and apply the present continuous tense to effectively describe ongoing actions and temporary situations relevant to their daily lives and school environment, fostering clearer communication in English.

Specific Objectives:

* Students will be able to differentiate the present continuous from the simple present tense, correctly identifying when to use each based on the context of ongoing versus habitual actions within school routines and discussions.

* Rationale: A common pitfall for learners is confusing these two tenses. This objective directly addresses that by requiring students to analyze the context (e.g., "I usually read books after school" vs. "I am reading a novel now for English class") and make the correct tense choice for school-related activities and daily habits.

* Students will be able to produce short, coherent oral and written descriptions using the present continuous to talk about activities happening in their classroom, during breaks, or related to current school projects.

* Rationale: This objective emphasizes active production and contextualizes the language. It moves beyond simple sentence formation to encourage students to use the tense to describe observable, immediate actions (e.g., "The teacher is writing on the board," "My friends are playing soccer," "We are working on a group presentation for history"). This makes the learning immediately applicable and relatable to their school experience.

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*Lesson Plan: Wild Animals and Can/Can't*

*Grade:* 4th Grade

*Duration:* 40 minutes

*Objectives:*

1. Students will be able to use the modal verb "can" and "can't" to describe the abilities of wild animals.

2. Students will learn vocabulary related to wild animals.

3. Students will practice their listening and speaking skills through interactive activities.

*Materials:*

- Flashcards with wild animal pictures (e.g., lion, elephant, giraffe, monkey)

- Worksheet with sentences about wild animals (e.g., "A lion can roar loudly.")

- Whiteboard and markers

*Warm-Up (5 minutes):*

- Greet the students and ask: "What do you like about wild animals?"

- Write some vocabulary words on the board, such as "lion," "elephant," and "giraffe."

- Ask students to share what they know about these animals.

*Vocabulary Building (10 minutes):*

- Show the students the flashcards with wild animal pictures.

- Ask students to describe what each animal can or can't do. For example:

- "What can a lion do?" (Answer: A lion can roar loudly.)

- "What can't a giraffe do?" (Answer: A giraffe can't fly.)

- Write the sentences on the board and have students repeat them.

*Grammar Focus (15 minutes):*

- Introduce the modal verb "can" and "can't" and explain their usage.

- Use the worksheet with sentences about wild animals and have students complete them using "can" or "can't." For example:

- "A monkey ________ climb trees." (Answer: can)

- "A snake ________ fly." (Answer: can't)

- Have students work in pairs to complete the worksheet and then share their answers with the class.

*Speaking Activity (5 minutes):*

- Divide the class into small groups and give each group a flashcard with a wild animal picture.

- Ask each group to come up with a sentence about their animal using "can" or "can't." For example:

- "A tiger can run fast."

- "A penguin can't fly."

- Have each group share their sentence with the class.

*Conclusion (5 minutes):*

- Review the vocabulary and grammar learned during the lesson.

- Ask students to share one thing they learned about wild animals and the use of "can" and "can't."

- End the lesson with a fun activity, such as a quick game of "Charades" using the wild animal vocabulary.

*Assessment:*

- Observe students during the speaking activity to assess their ability to use "can" and "can't" correctly.

- Collect the worksheets completed during the grammar focus activity to assess their understanding of the modal verb.

*Extension:*

- Create a "Wild Animal Book" where students can draw and write about their favorite wild animal, using "can" and "can't" sentences to describe its abilities.

- Have students research and present about a specific wild animal, using "can" and "can't" to describe its abilities.

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I used Gemini to provide this lesson plan:

Topic: Farm Animals and "Has got"

Target Group: Primary school teachers (age 7) - (This is a bit confusing, as teachers are adults, and 7-year-olds are students. I will assume you mean a group of 7-year-old primary school students.)

Here are two learning objectives:

Objective 1: Speaking and Vocabulary

By the end of the lesson, students will be able to identify and name at least five farm animals (e.g., cow, pig, chicken, horse, sheep) and use the structures "It has got..." and "It hasn't got..." to describe their physical characteristics (e.g., "A pig has got a curly tail," "A cow hasn't got feathers").

Objective 2: Listening and Grammar

By the end of the lesson, students will be able to listen to a description of a farm animal and correctly identify the animal from a set of pictures, demonstrating comprehension of the vocabulary and the grammatical structures "has got" and "hasn't got." They will be able to answer simple "yes/no" questions about the animals' body parts (e.g., "Has a chicken got two legs?").

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Overall Goal: Students will develop a basic understanding of diverse South American food and drinks while practicing descriptive language and cultural awareness.

Linguistic Objectives:

Vocabulary Acquisition: Students will be able to identify and name at least 5-7 common South American food and drink items (e.g., arepas, empanadas, feijoada, mate, chicha, ceviche, dulce de leche).

Descriptive Language: Students will be able to use simple adjectives to describe the taste, appearance, and texture of various foods (e.g., "sweet," "spicy," "crunchy," "colorful," "hot," "cold").

Simple Sentence Construction: Students will be able to form basic sentences to express preferences or describe a food item (e.g., "I like mate," "This empanada is delicious," "It tastes sweet").

Question Formulation and Response: Students will be able to ask and answer simple questions about food (e.g., "What is your favorite South American food?", "Have you tried ceviche?").

Pronunciation: Students will practice correct pronunciation of the South American food and drink names.

Content Objectives:

Cultural Awareness: Students will identify that different South American countries have unique local food and drink traditions.

Geographical Connection: Students will be able to associate specific food and drink items with their countries or regions of origin within South America (e.g., feijoada with Brazil, arepas with Venezuela/Colombia).

Food Categories: Students will be able to broadly categorize some food items (e.g., main dishes, snacks, drinks, desserts).

Sensory Exploration (Optional/Practical): If feasible, students will engage their senses (sight, smell, taste - if allowed and safe) to explore examples of South American food or ingredients.

Communication Objectives (Speaking & Listening):

Sharing Preferences: Students will be able to express their likes and dislikes regarding food in a respectful manner.

Asking for Information: Students will be able to ask questions to learn more about a particular food or drink.

Presenting Information: Students will be able to share basic information about a South American food or drink to their peers (e.g., "This is mate, it's a traditional drink from Argentina").

Suggested Activities to Support Objectives:

Picture Cards/Flashcards: To introduce vocabulary and associate images with words.

Matching Games: Matching food to country, or food to description.

"Show and Tell": Students bring in a picture or describe a South American food they know or researched.

"Taste Test" (with caution and permission): If possible, a safe tasting of a simple, common South American food (e.g., dulce de leche on a cracker, a piece of tropical fruit).

Simple Recipes (Visual/Demonstration): Showing a basic recipe for a food item like arepas or a simple drink.

Map Activities: Locating the countries where specific foods are popular.

"Food Passport": Students collect "stamps" for foods they "try" or learn about from different countries.

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Overall Goal: Students will be able to confidently and accurately differentiate between the Present Simple and Present Continuous tenses when describing daily routines, both in spoken and written English.

Specific Objectives:

Identify the Form: Students will correctly identify the grammatical structure of both the Present Simple (e.g., "I eat," "She sleeps") and the Present Continuous (e.g., "I am eating," "She is sleeping") in affirmative, negative, and interrogative sentences.

Understand Core Usage (Present Simple): Students will explain and demonstrate the use of the Present Simple to describe:

Habits and Routines: Actions that happen regularly or repeatedly (e.g., "I wake up at 7 AM every day.")

Facts and General Truths: Things that are always true (e.g., "The sun rises in the east.")

Scheduled Events: Future events based on a timetable (e.g., "The train leaves at 8 o'clock.")

Understand Core Usage (Present Continuous): Students will explain and demonstrate the use of the Present Continuous to describe:

Actions Happening Now: Activities occurring at the moment of speaking (e.g., "I am teaching English right now.")

Temporary Actions: Activities that are happening around the present time but may not be happening at the exact moment of speaking (e.g., "He is studying for his exams this week.")

Changing Situations: Trends or developments (e.g., "The climate is changing rapidly.")

Differentiate Contextually: Students will accurately distinguish between situations where the Present Simple is appropriate and situations where the Present Continuous is appropriate, particularly when talking about daily activities. They will be able to explain why one tense is chosen over the other.

Apply in Personal Context: Students will be able to produce their own sentences, both orally and in writing, using the Present Simple and Present Continuous to describe their own daily routines and what they are currently doing.

Recognize Time Expressions: Students will identify and use common time expressions associated with each tense (e.g., Present Simple: every day, always, often, usually, sometimes, never, on Mondays; Present Continuous: now, right now, at the moment, currently, today, this week).

Correct Common Errors: Students will be able to identify and correct common errors in the use of the Present Simple and Present Continuous when describing daily routines.

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English Lesson Plan for 2nd Graders: "There is/There are" with Parts of the House (Country vs. City Context)

General Aim:
Students will use there is/there are (affirmative, negative, short questions) to describe their favorite room in the house, using vocabulary for parts of the house and contrasting homes in the country and city.

1. Linguistic Content

Grammar Focus:

There is / There are (affirmative, negative, questions)

Affirmative: "There is a kitchen." / "There are two bedrooms."

Negative: "There isn't a garden." / "There aren't any stairs."

Questions: "Is there a bathroom?" "Are there two windows?"

Short answers: "Yes, there is." / "No, there isn't." / "Yes, there are." / "No, there aren't."

Vocabulary:

Parts of the house: bedroom, kitchen, bathroom, living room, garden, garage, roof, door, window, stairs, etc.

City vs. country: apartment, flat, garden, backyard, balcony, pool, attic, etc.

2. Lesson Outline

A. Warm-up (5 minutes)

Show pictures of houses in the city and country.

Ask: "Where do you live? In the city or the country?"

Elicit simple responses: "I live in the city/country."

B. Vocabulary Introduction (10 minutes)

Use flashcards or images to introduce parts of the house.

Drill pronunciation.

Play a matching game or use a worksheet to label rooms/parts of a house.

C. Grammar Presentation (10 minutes)

Use classroom objects or a house model:

"There is a window."

"There are two doors."

Write examples on the board.

Introduce negative and question forms:

"There isn't a garage."

"Are there two bedrooms?"

"No, there aren't."

D. Practice Activities (15 minutes)

Affirmative/Negative Sentences:

Students look at a picture of a house and make sentences:

"There is a kitchen."

"There are three windows."

"There isn't a pool."

Short Questions & Answers:

Teacher asks: "Is there a garden?"

Students answer: "Yes, there is." / "No, there isn't."

"Are there two bathrooms?" "Yes, there are." / "No, there aren't."

E. Country vs. City Houses (10 minutes)

Compare two pictures: one of a country house, one of a city apartment.

Elicit differences using target structures:

"There is a garden in the country house."

"There isn't a garden in the city apartment."

"Are there two bedrooms in the city apartment?" "No, there aren't."

Discuss what is typical in Salta (e.g., "There are many houses with gardens in the country.")

F. Speaking Task: My Favourite Room (15 minutes)

Students draw their favorite room at home.

Prepare a short oral description using the target language:

"In my favorite room, there is a bed and a big window. There are two chairs. There isn't a TV."

Pair work: Students ask and answer about each other's drawings:

"Is there a desk in your room?" "Yes, there is." / "No, there isn't."

3. Assessment

Listen for correct use of there is/there are in affirmative, negative, and question forms.

Check vocabulary use for parts of the house.

Observe participation in speaking activities.

4. Materials

Flashcards or images of house parts

Pictures of city and country houses

Drawing materials for the speaking task

Worksheets for matching and sentence practice

5. Cultural/Contextual Notes

Highlight differences in typical houses in Salta: rural homes may have gardens, city apartments may have balconies but no yard.

Encourage students to relate content to their own living situations.

Example Sentences for Reference:

"There is a kitchen in my house."

"There are three bedrooms."

"There isn't a garden."

"Are there two bathrooms?" "Yes, there are."

This plan ensures students practice the key grammar structure in a meaningful, age-appropriate, and culturally relevant context, culminating in a personal speaking task that integrates all the target language.

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Objectives of a unit of work generated by AI - Santiago R. Colque 

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Objectives of a unit of work generated by AI - Santiago R. Colque 

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Prompt: act as a teacher of English as a foreign language, and generate a general goal and some specific objectives for 10-year-old students working with abilities to be presented in a talent show. The objectives have to be designed in terms of competences, considering that the linguistic contents are action verbs, such as fly, swim, do tricks, play an instrument, see, hear, and the use of the modal "can" in the affirmative, negative, and question form.

General goal: enable students to communicate in English bu expressing abilities using action verbs and the modal "can" through the preparation and presentation of a talent show.

Grammatical competence objective: express personal and others' abilities using "can" in affirmative and negative.

Linguistic competence objective: identify and understand common action verbs related to abilities.

Interactional competence objective: ask and answer questions about abilities

Sociolinguistic competence objective: plan and perform a presentation showcasing individual or group abilities.

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An activity for primary school, for 8 years old students. Content: have got + and food vocabulary

Contex: “My Magic Picnic Basket,”

🎯 General Goals:

1. To develop the ability to use the affirmative form of "have got" in context.

2. To strengthen vocabulary related to food.

3. To promote oral and written communication in English.

4. To foster creativity and participation in a playful learning environment.

✅ Specific Objectives:

By the end of the activity, students will be able to:

1. Identify and name common food items in English.

2. Use the structure “I have got…” to talk about possessions (in this case, food).

3. Write 3–5 sentences using the affirmative form of “have got” correctly.

4. Present orally what they have in their picnic basket using full sentences.

5. Work cooperatively with a partner or the class to create a group basket using "We have got…"

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Goal:

Enable students to:

Introduce themselves and their family members using the verb “to be”.

Describe daily routines and places around.

Develop basic intercultural awareness, vocabulary, and writing skills.

Communicate personal information meaningfully in English.

🧠 1. Linguistic Content

Use of the verb “to be” in affirmative and negative forms (e.g., I am / She is not).

Introduction to present simple for routines (e.g., He goes to school).

Sentence structure for descriptions and daily habits.

Objective 1:

Students will be able to write and orally present a short paragraph about themselves and their family members using the verb “to be” (e.g., "My name is... / She is my mother...") and vocabulary related to family and routines, demonstrating the ability to structure simple sentences and express personal information accurately.

Objective 2:

Students will identify and describe daily routines and common places in their community (e.g., school, park, supermarket) in English, comparing them with those in other cultures, to promote sociocultural awareness and build vocabulary related to everyday life and surroundings.

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General Goal:

By the end of the unit, students will be able to identify and name common farm animals, demonstrating a foundational understanding of farm life and developing their early receptive and productive vocabulary in English.

Specific Objectives (Competence-Based):

1. Linguistic & Listening Competence: Students will be able to recognize and correctly point to at least five different farm animals when hearing their names spoken in English, demonstrating their ability to understand and respond to simple oral instructions.

Example Application (Activity): The teacher says "Point to the cow!" and students point to the cow on a flashcard or a picture. Or, students listen to animal sounds and identify the animal by pointing to its picture.

2. Communicative & Oral Production Competence: Students will be able to orally name at least three different farm animals in English, and produce a corresponding animal sound, demonstrating their ability to articulate basic vocabulary and engage in simple imitative communication.

Example Application (Activity): The teacher shows a picture of a duck and asks, "What's this?" Students respond "It's a duck!" and then make a "quack-quack" sound. This could be done through a "What am I?" guessing game or a simple chant.

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Here's a goal and three specific objectives for your 9-year-old English language learners, focusing on daily routines and using the simple present:

Goal

By the end of this unit, students will be able to confidently describe their own daily routines and their idol's routines using simple present verbs and common time expressions.

Objectives

1. Students will correctly use simple present verbs in affirmative and negative sentences to describe daily activities (e.g., "I wake up," "She doesn't go to bed late").

2. Students will accurately form simple present questions (e.g., "Do you eat breakfast?", "Does your idol play sports?") to inquire about daily routines.

3. Students will produce short spoken and written descriptions of their own and their idol's daily routines, incorporating at least five different time expressions (e.g., "in the morning," "at night," "every day," "first," "then").

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Andrea Mamaní

Goal and Objectives for Describing Cities

Goal:

Students will be able to describe their favorite city or a city they know using basic vocabulary and grammatical structures.

Specific Objectives:

1. Objective 1: Vocabulary Recognition

Students will be able to recognize and use vocabulary related to parts of a city (e.g., park, museum, library, restaurant) in sentences using "there is" and "there are" structures.

Example: "There is a park in my city."

2. Objective 2: Descriptive Communication

Students will be able to describe a city they know or imagine, using "there is" and "there are" structures, and vocabulary about parts of a city, in a short paragraph or oral presentation.

Example: "In my city, there are many restaurants. There is a big park where I play soccer."

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📝 Lesson Plan: Goals and Objectives

General Goal:

To enable students to recognize, name, and describe common places in town and to understand and give basic directions in English.

✅ Specific Objectives:

By the end of the lesson, students will be able to:

1. Identify and name at least 10 places in town (e.g., supermarket, hospital, school, library) using vocabulary and visual aids.

2. Understand and follow simple directions using prepositions of place and movement (e.g., “go straight”, “turn left”, “next to”, “across from”).

3. Ask and answer questions about locations in town using simple structures like:

“Where is the …?”

“It’s next to the …”

“Go past the … and turn right.”

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I used Gemini and it says that "Humahuaca" is in the province of Salta 😮.

Goal:

Students will be able to confidently recount details about a past holiday experience in Salta Province (either real or imagined), demonstrating an accurate and fluent use of the Past Simple tense.

Specific Objectives (in terms of competences):

1. Communicative Competence (Oral Production & Interaction): By the end of the lesson, students will be able to orally present a short narrative (2-3 minutes) describing a visit to a chosen place in Salta Province (e.g., Cafayate, Cachi, Humahuaca, Salta City surroundings). Their presentation will include details about what they did, saw, and felt, using a variety of regular and common irregular verbs in the Past Simple tense. They will also be able to answer at least two follow-up questions from their peers or the teacher about their "trip" with clarity and appropriate pronunciation.

2. Linguistic Competence (Grammar & Vocabulary for Contextual Use): By the end of the lesson, students will be able to accurately construct grammatically correct sentences in the Past Simple tense, employing both regular and irregular verbs relevant to travel and experiences within Salta Province (e.g., walked, climbed, tried, visited, ate, saw, went, learned, took pictures). They will demonstrate the ability to differentiate between regular and irregular verb forms in their written and spoken descriptions of their Salta holiday, showing awareness of typical errors related to these verb types.

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General Goal: Students will develop their ability to identify and describe countries, nationalities, capitals, and continents using the verb "to be," fostering their geographic and cultural knowledge in English.

Specific Objectives:

○ Students will be able to correctly use the verb "to be" in affirmative and negative sentences to identify the nationality, capital, and continent of different countries.

○ Students will produce oral and written descriptions of countries and their features, demonstrating their understanding of the use of "to be" in context.

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Lesson Topic: Fun with "Can"!

Level: Primary School (Beginner)

Goal:

Students will understand and use the verb "can" to express ability in simple sentences.

Specific Objectives:

1. Students will be able to:

Use "can" to describe their abilities (e.g., "I can swim", "I can ride a bike").

2. Students will be able to:

Ask and answer questions using "can" (e.g., "Can you dance?" "Yes, I can." or "No, I can't.").

Fun Activities:

- Picture cards with different abilities (e.g., swimming, dancing, playing football)

- "Can you...?" question cards for pair work

- "I Can" chart for students to fill in their abilities

Assessment:

- Observe students during activities

- Collect "I Can" charts to assess understanding

Let's make learning "can" fun and engaging for our young learners!

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General Goal:

To enable students to recognize, understand, and use basic vocabulary related to farm animals and the verb "to be" in simple affirmative and negative sentences, developing their communicative competence in English through meaningful and age-appropriate activities.

Specific Objectives (Competence-Based):

1. Linguistic and Communicative Competence:

Students will be able to produce simple oral and written sentences using the verb "to be" (am, is, are) in the affirmative and negative form to describe farm animals (e.g., “The cow is big.” / “The pig isn’t white.”).

2. Cognitive and Lexical Competence:

Students will be able to identify and classify farm animals by name and basic characteristics (e.g., size, color, sound) through the use of visual aids and interactive tasks, showing understanding of vocabulary in context

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Lesson goal

Students Will develop the communicative experience. Discribe Places using there Is AND there are .

Lingüistic competence

Identify the structure of there Is AND there aré AND negative AND interrogative forma

Recognize the vocabulario AND correct pronunciation

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Specific learning for Secondary School

Ask students to describe in a breaf words the weather right now and his consequences for people

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As if you were an english teacher as a second language create the objectives for a task related to famous basketball players, for 13 - 14 year old students at secondary school that are learning the Simple Present Tense at the moment, based on functions of the language.

🎯 Lesson Objectives: "Famous Basketball Players"

Functional Lesson Objectives:

By the end of the task, students will be able to:

1. Give basic personal information about a famous basketball player (e.g. name, age, nationality, team).

"He is 30 years old." / "She is from the USA."

2. Describe daily routines and regular activities of a basketball player using the Simple Present Tense.

"He trains every day." / "She plays three games a week."

3. Talk about likes, dislikes, and preferences related to sports.

"He likes basketball." / "She doesn’t like losing."

4. Ask for and give factual information about basketball players.

"Where does he play?" / "What position does she play?"

5. Compare two basketball players using simple language and present tense verbs.

"LeBron plays for the Lakers. Luka plays for the Mavericks."

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English lesson plan design tailored for 7th grade students learning about countries, nationalities, and food around the world. The plan focuses on vocabulary, cultural awareness, and grammar (specifically the use of the simple present tense and “to be” with nationalities).

Teacher: Victoria Cordeyro

English Lesson Plan: “Food Around the World”

Grade Level: 7th Grade
Topic: Countries, Nationalities & Food
Time: 60 minutes
Skill Focus: Vocabulary, Speaking, Listening, Reading, Grammar
CEFR Level: A2

🎯 Goals

1. To help students identify and use the names of countries, nationalities, and typical foods.

2. To foster cultural awareness and appreciation of global cuisine.

3. To develop students’ ability to form simple present sentences using “to be” and “like” with nationalities and food.

✅ Specific Objectives

By the end of the lesson, students will be able to:

1. Identify at least 5 countries, 5 nationalities, and 5 traditional foods from different parts of the world.

2. Use the verb "to be" to describe nationalities.
(e.g., “He is Japanese.” / “They are Mexican.”)

3. Use the simple present tense with the verb like to talk about food preferences.
(e.g., “I like sushi.” / “She likes tacos.”)

4. Create and present a short oral or written description of a country, its nationality, and a popular food.

📚 Grammar Point

"To be" + Nationality:
“She is Italian.” / “They are French.”

Simple Present Tense + Like:
“I like curry.” / “He doesn’t like pasta.”

🧩 Lesson Procedure (Step-by-Step)

1. Warm-up (5–10 mins)

Objective: Activate prior knowledge
Activity:

Show flags of 5 countries.

Ask: “Which country is this?” “What food do they eat there?”

Discuss favorite foods and where they come from.

Use pictures or flashcards.

2. Vocabulary Introduction (10 mins)

Objective: Learn vocabulary for countries, nationalities, and food
Method:

Use a PowerPoint or printed handout with the following table:

CountryNationalityFoodItalyItalianPizzaJapanJapaneseSushiMexicoMexicanTacosIndiaIndianCurryFranceFrenchCroissant

Practice pronunciation and repeat as a class.

3. Grammar Focus (10 mins)

Objective: Teach sentence structure using “to be” and “like”
Examples:

“He is Italian.” → “He likes pizza.”

“They are Japanese.” → “They like sushi.”

“I am Indian.” → “I like curry.”

Mini Exercise: Fill in the blanks

1. She ___ French.

2. They ___ tacos.

3. I ___ from Japan.

4. We ___ Italian.

4. Listening Activity (10 mins)

Objective: Recognize vocabulary in context
Activity:

Play a short audio or video (or teacher reads) describing 3 people and their favorite foods.
Example: “Maria is from Mexico. She is Mexican. She likes tacos and beans.”

Task: Match the person to the country, nationality, and food.

5. Speaking Activity (10 mins)

Objective: Practice speaking using learned structures
Activity:

Pair Work: Interview each other using a template:

What's your name?

Where are you from?

What’s your nationality?

What food do you like?

Then, each student introduces their partner to the class.
Example: “This is Alex. He is from India. He is Indian. He likes curry.”

6. Project (Optional Extension or Homework)

Objective: Use vocabulary and grammar creatively
Activity:

Create a small poster or slide:
“Country: Japan – Nationality: Japanese – Food: Sushi”
Write 3 sentences using the grammar structures.

7. Wrap-up & Review (5 mins)

Activity: Quick quiz or vocabulary match

Teacher says: “Pizza” → students respond: “Italian”

Teacher says: “She is from Mexico” → students respond: “She is Mexican”

📌 Assessment

Formative: Participation in activities, speaking practice, and pair work.

Summative: Poster or written sentences using “to be” and “like”.

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Hi Ai , I need a general and specific goals based on competencies, as a teacher of foreign language English. Students are aged 11-12 they have 80minutes of class once a week. The linguistic content is Verb have got. Vocabulary Parts of the body and context introducing my best friend , family or a person I most admire. Also, it has to be considered a creative final task

Hi! Here's a proposal of general and specific goals based on competencies for your 11–12-year-old EFL students (A1 level), with 80-minute weekly lessons, focusing on:

Linguistic content: Verb “have got”

Vocabulary: Parts of the body

Context: Introducing my best friend, family, or a person I admire

Final creative task included.

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🎯 General Goal (Based on Communicative Competence)

To enable students to use basic English structures and vocabulary to describe people they know, focusing on physical appearance and personal characteristics, using the verb “have got” and vocabulary related to parts of the body in a meaningful and creative context.

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🎯 Specific Goals (Competency-Based)

✳️ Linguistic Competence

To recognize and correctly use the verb “have got” in affirmative, negative and interrogative forms when describing people.

To pronounce and write vocabulary related to parts of the body accurately.

✳️ Sociolinguistic Competence

To use English appropriately to introduce a person they admire, a friend or family member, taking into account basic social norms of greeting and introducing others.

✳️ Pragmatic/Discourse Competence

To organize sentences to describe a person using physical traits, possessions, and likes/dislikes logically and coherently.

To link ideas using simple connectors (e.g. and, but, because).

✳️ Strategic Competence

To use visual aids (drawings, flashcards, photos) and gestures to help express meaning when vocabulary is limited.

To ask for help or clarification using basic classroom English (“Can you help me?”, “What does ‘have got’ mean?”).

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🎨 Creative Final Task

Project Title: “Meet Someone Special!”

Description:

Students will create a mini-poster or digital presentation about a person they admire (real or fictional). They will:

Draw or include a picture of the person.

Write 5–8 sentences using “have got” and body parts (e.g. “She has got long hair. He has got big ears.”).

Present their work orally to the class or in small groups.

Skills integrated: Writing, speaking, listening (peer presentations), reading (model texts).

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Linguistic Content: Simple past of regular and irregular verbs

Context: Inspirational people from Argentina

Source: Gemini AI

General Goal:

Students will develop their ability to understand, analyze, and communicate key information from biographies of inspirational Argentinian figures, utilizing the simple past tense to describe significant life events and achievements.

Specific Objectives:

Reading Comprehension & Information Extraction Competence: By the end of the unit, students will be able to read and identify the main events, accomplishments, and chronological order of an inspirational Argentinian's life as presented in a biography, demonstrating their understanding by accurately answering "Wh-" questions (who, what, where, when, why) using the simple past tense of regular and irregular verbs.

Oral Production & Narrative Competence: Upon completion of the activities, students will be able to orally summarize and present a chosen inspirational Argentinian's life story to their peers, accurately employing the simple past tense of regular and irregular verbs to describe key biographical details and events in a coherent and comprehensible manner.

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Lesson Goals – Unit: Exploring Salta and the Tren a las Nubes

💡 General Objective:

Students will develop their English language skills through vocabulary, oral and written activities related to tourist attractions in Salta City, focusing on the cultural and geographical experience of the "Tren a las Nubes."

✅ Specific Goals:

📚 Linguistic Goals

1. Vocabulary Acquisition:
Learn and use key vocabulary related to:

Tourist attractions (e.g., cable car, railway station, highlands, viaduct, scenery, souvenir, landscape)

Transportation and travel (e.g., train ride, ticket, guide, tour, departure, arrival)

Adjectives to describe places (e.g., breathtaking, traditional, crowded, peaceful, historical)

2. Grammar in Use:

Practice the simple present to describe locations and routines (e.g., The train leaves from...)

Use the simple past to narrate a past visit or trip (e.g., We visited San Antonio de los Cobres.)

Apply prepositions of place (e.g., The museum is next to the cathedral.)

3. Speaking Skills:

Develop descriptive language to talk about places and personal experiences.

Conduct short guided conversations (role-plays) such as "Asking for directions" or "Being a tour guide."

4. Listening and Reading Comprehension:

Understand authentic or adapted texts (videos, brochures, blogs) about the Tren a las Nubes and places in Salta City.

Identify main ideas and specific details.

5. Writing Production:

Write a short travel blog entry, postcard, or tourist guide paragraph describing a place in Salta.

Write a brief dialogue between a tourist and a local using functional language.

🌍 Cultural & Intercultural Goals

Recognize the importance of the Tren a las Nubes as a cultural and historical landmark in Argentina.

Reflect on how tourism promotes cultural exchange and identity.

Compare tourist experiences in Argentina with those in English-speaking countries.

🎨 Project-Based / Communicative Goals

Prepare and deliver a mini oral presentation or create a digital poster about a local tourist attraction visited by the train.

Design a mock itinerary for a tourist spending one day in Salta using English (e.g., First, you take the train... then you visit...).

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EFL Lesson Plan – Countries & Nationalities (5th Year Primary)

🎯 Objectives

- Recognize and pronounce at least 8 country–nationality pairs

- Ask and answer: “Where are you from?” / “What’s your nationality?”

- Use full sentences in oral and written form

⏰ Time Breakdown

Time

Stage

Description

5 min

Warm-up

Flag guessing game (show 5 flags, students say the country)

10 min

Presentation

Teach 8 country–nationality pairs using flags + famous people

10 min

Guided Practice

Match cards: students match countries with nationalities

10 min

Sentence Practice

Teacher models Q&A: “Where are you from?” “I’m from Brazil.”

15 min

Communicative

“Guess Who” speaking game (students ask/answer to find out the identity)

5 min

Written Practice

Students write 3 sentences: name, country, nationality

5 min

Review & Wrap-up

Quickfire Q&A with flags and nationalities

📚 Vocabulary (Target Language)

Country – Nationality

Argentina – Argentine

Brazil – Brazilian

France – French

Italy – Italian

Japan – Japanese

China – Chinese

USA – American

Spain – Spanish

✏️ Example Dialogue

👧 “Where are you from?”

👦 “I’m from Japan.”

👧 “What’s your nationality?”

👦 “I’m Japanese.”

🎲 Materials Needed

Flashcards of flags

Character cards for 'Guess Who'

Matching worksheet (country/nationality)

Canva or sli

des for visual support

Whiteboard or digital board

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Certainly! Here's a fun and engaging English activity designed for 12- and 13-year-old students to practice the verb "to be" (am, is, are). This activity incorporates clear objectives, interactive games, and visual aids to enhance learning.

🎯 Objectives

By the end of this lesson, students will be able to:

Identify and correctly use the present forms of the verb "to be" (am, is, are).

Construct affirmative, negative, and interrogative sentences using the verb "to be".

Apply the verb "to be" in speaking and writing activities.

Collaborate effectively with peers through interactive games.(learnenglishkids.britishcouncil.org, teach-this.com)

🧩 Activity: "Verb 'To Be' Adventure"

1. Warm-Up: Verb 'To Be' Poster Discussion (10 minutes)

Display a colorful poster illustrating the verb "to be" with examples:

I am happy.

He is tall.

They are students.

Discuss the different forms and their corresponding subjects.(twinkl.com, learnenglishkids.britishcouncil.org)

2. Interactive Board Game: "Verb 'To Be' Quest" (20 minutes)

Prepare a board game where each square contains a prompt requiring the use of the verb "to be".

Examples of prompts:

"She ___ my friend."

"They ___ not at school."

"___ you ready?"

Students take turns rolling dice and moving their tokens. Upon landing on a square, they must complete the sentence correctly to stay on the spot.

Incorporate "Challenge" squares where students must form a question or negative sentence using the verb "to be".(teach-this.com, eslwriting.org, reddit.com)

3. Pair Activity: "Find Someone Who..." (15 minutes)

Provide students with a worksheet containing prompts like:

"Find someone who is wearing blue."

"Find someone who is from another city."

Students mingle and ask classmates questions using the verb "to be" to find matches.

They must write down the names of classmates who fit each description.(teach-this.com)

4. Creative Writing: "My Superhero Identity" (15 minutes)

Ask students to create a short paragraph describing a superhero persona using the verb "to be".

Encourage sentences like:

"I am Super Reader."

"My costume is red and blue."

"I am brave and strong."

Students can illustrate their superhero and present their descriptions to the class.(teach-this.com, learnenglishkids.britishcouncil.org)

🖼 Visual Aids

Verb 'To Be' Poster:(youtube.com)

Board Game Template:(eslprintables.com)

Worksheet Example:(worksheets.clipart-library.com)

📝 Assessment

Observe student participation during games and activities.

Collect and review the "My Superhero Identity" paragraphs to assess understanding.

Provide feedback and address any common errors in using the verb "to be".(twinkl.com)

Feel free to adapt these activities to suit your classroom needs. Incorporating games and creative tasks can make learning grammar more enjoyable and effective for young learners!

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Act as a teacher of english as a foreign language and generate a general goal two specific objectives for a group of 17 years old students working with dialogue in salta province in workplaces.The objectives have to be designed in term of competence, considering that linguistics content (going to for intention) and jobs .

Prompt

🌟 Let’s Talk About the Future! 🌟

🎯 General Goal

In this unit, you will practice speaking in workplace dialogues — just like in real life — where you’ll talk about different jobs and clearly express what you are going to do in the future.

Specific objective

✅ What will you be able to do?

1️⃣ Talk About Your Future Plans

🎙 You will learn how to use “going to” to express your future intentions related to jobs.

🗣 Example: “I’m going to work as a chef,” “She’s going to apply for a job at the hospital.”

2️⃣ Act it Out Like a Pro

💼 You will take part in realistic dialogues, like job interviews or career talks, using new vocabulary and speaking strategies such as greeting, asking questions, and showing interest.

🗣 Example: “What skills do you need to be a vet?” “I’m going to study at the technical school.”

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Goals and Objectives:*

Daily routines.

1. Goal: Enhance Language Skills

- Objective: Students will be able to use the present simple tense correctly to describe their daily routines.

2. Goal: Vocabulary Development

- Objective: Students will learn and actively use at least 10 new vocabulary words related to daily activities, such as wake up, eat breakfast, and go to school.

3. Goal: Improve Speaking and Listening Skills

- Objective: Students will engage in pair work to practice speaking about their routines, enhancing their verbal communication and listening comprehension.

4. Goal: Foster Writing Skills

- Objective: Students will complete a worksheet that requires them to write sentences about their daily routines using the present simple.

5. Goal: Encourage Cultural Awareness

- Objective: Students will discuss how daily routines may differ across cultures, promoting understanding and appreciation of diversity.

6. Goal: Build Confidence in Using English

- Objective: Through interactive activities, students will feel more comfortable using English to express themselves about personal experiences.

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GOALS: Students from 7 grade, will be able to discuss their daily routine, demostrating the correct using of present simple and the vocabulary aquired during the classes, in both written and oral.

Specific objetives:

1- Written production: Studentes will be able to compose a paragraph using the correct grammar and vocabulary related with presente simple, about their daily routine.

2- Oral production: Studentes will be orally narrated their daily routine choosing verbs and vocabulary from the blackboard (verbs and vocabulary that teacher writes in it previously )

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🌟 Learning Goals for EFL Students (Ages 9–10)

Theme: Domestic and Wild Animals
Context: Visit to the Reserva Fitozoológica – San Pedro de Colalao, Tucumán

💬 Linguistic Goals

1. Vocabulary Development:

Identify and name at least 10 wild animals and 5 domestic animals in English (e.g., lion, toucan, llama, goat, dog, horse).

2. Grammar and Sentence Structure:

Use "It is a..." and "They are..." to describe animals.

Practice the verb "have got" to describe animal characteristics (e.g., It has got long legs.)

Use can/can’t to describe animal abilities (e.g., A monkey can climb trees.)

3. Speaking & Listening Skills:

Ask and answer simple questions about animals using a model:
– What animal is it?
– It's a puma.
– What can it do?
– It can run fast.

Listen to and understand basic oral descriptions about animals given by a guide or teacher.

4. Writing Skills:

Write 3–5 simple sentences to describe a favorite animal seen during the visit, including its name, color, and one or two abilities.

🌎 Contextual and Intercultural Goals

5. Environmental Awareness:

Recognize the importance of protecting wildlife and respecting animal habitats, especially in local reserves.

6. Cultural Connection:

Become familiar with local fauna native to Tucumán and understand the role of the reserve in conserving endangered species.

7. Observation and Reporting:

During or after the visit, complete a simple “Animal Observation Sheet” in English, identifying animals they saw, their features, and where they live (wild/domestic).

🤝 Social and Collaborative Goals

8. Team Interaction:

Work in pairs or small groups to complete a group poster or digital project titled “Animals from the Reserve” using drawings, photos, and short English descriptions.

9. Presentation Skills:

Present a favorite animal from the reserve to the class using key vocabulary and complete sentences.

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Paula Andrea Casimiro (4th year student)

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Paula Andrea Casimiro (4th year student)

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Conversación con Gemini

act as an english teacher and generate one general aim and two specific objectives for 12 years old students, having in mind family members as the linguistic content and a family album as the students context.

Here's a general aim and two specific objectives for 12-year-old students, focusing on family members as linguistic content within the context of a family album:

General Aim:

Students will develop the ability to confidently identify, describe, and discuss family members using basic English vocabulary and grammatical structures, fostering a sense of personal connection to the language through the context of their own families.

Specific Objectives:

1. By the end of the unit, students will be able to accurately name at least ten different family relationships (e.g., mother, father, brother, sister, grandmother, grandfather, aunt, uncle, cousin, etc.) and correctly use possessive adjectives (e.g., "my," "his," "her") when referring to family members in their family album.

2. Through guided practice and collaborative activities centered around their family albums, students will be able to orally describe at least three physical characteristics and two personality traits of individual family members, utilizing simple adjectives and common verbs (e.g., "She has long hair," "He is tall," "She is kind," "He likes to laugh").

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Goal: To develop students’ ability to communicate and reflect in English about their daily, eating, and personal organization habits using the simple present tense accurately, in order to raise awareness of the importance of adopting healthy lifestyles and to promote respect for the diversity of routines and customs in their environment.

✅ Objective 1 (Communicative competence):

Students will be able to describe and compare their daily routines and eating habits using the simple present tense, expressing which habits are good or bad for their health and daily life.

✅ Objective 2 (Linguistic competence):

Students will accurately use vocabulary related to chores, food, and daily activities, and apply affirmative, negative, and interrogative forms in the simple present tense to talk about personal and others’ habits.

✅ Objective 3 (Sociocultural competence):

Students will reflect on the importance of healthy habits and develop awareness about how cultural and family contexts influence daily routines, demonstrating respect when discussing different lifestyle

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Overall Goal: Students will be able to confidently and accurately differentiate between the Present Simple and Present Continuous tenses when describing daily routines, both in spoken and written English.

Specific Objectives:

Identify the Form: Students will correctly identify the grammatical structure of both the Present Simple (e.g., "I eat," "She sleeps") and the Present Continuous (e.g., "I am eating," "She is sleeping") in affirmative, negative, and interrogative sentences.

Understand Core Usage (Present Simple): Students will explain and demonstrate the use of the Present Simple to describe:

Habits and Routines: Actions that happen regularly or repeatedly (e.g., "I wake up at 7 AM every day.")

Facts and General Truths: Things that are always true (e.g., "The sun rises in the east.")

Scheduled Events: Future events based on a timetable (e.g., "The train leaves at 8 o'clock.")

Understand Core Usage (Present Continuous): Students will explain and demonstrate the use of the Present Continuous to describe:

Actions Happening Now: Activities occurring at the moment of speaking (e.g., "I am teaching English right now.")

Temporary Actions: Activities that are happening around the present time but may not be happening at the exact moment of speaking (e.g., "He is studying for his exams this week.")

Changing Situations: Trends or developments (e.g., "The climate is changing rapidly.")

Differentiate Contextually: Students will accurately distinguish between situations where the Present Simple is appropriate and situations where the Present Continuous is appropriate, particularly when talking about daily activities. They will be able to explain why one tense is chosen over the other.

Apply in Personal Context: Students will be able to produce their own sentences, both orally and in writing, using the Present Simple and Present Continuous to describe their own daily routines and what they are currently doing.

Recognize Time Expressions: Students will identify and use common time expressions associated with each tense (e.g., Present Simple: every day, always, often, usually, sometimes, never, on Mondays; Present Continuous: now, right now, at the moment, currently, today, this week).

Correct Common Errors: Students will be able to identify and correct common errors in the use of the Present Simple and Present Continuous when describing daily routines.

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Prompt

Act as an English teacher. I am planning a class for high school students, 14 years old.

Language content is the future with “going to ”, and the context is to talk about plans for the weekend or vacation.

I need you to generate the following a general goal for unity and two specific objectives

Clearly indicates the focus of the linguistic content on each objective.

🎯 Overall Goal:

Students will be able to understand and express future plans related to everyday life (such as weekends or holidays), using the “going to” future structure in both oral and written interactions.

✅ Specific Objectives:

1. Communicative Competence:
Students will ask and answer questions about personal plans using the “going to” structure in meaningful contexts.
Linguistic Focus: correct use of “be going to” to express future intentions.
Example: “What are you going to do this weekend?” – “I’m going to visit my grandparents.”

2. Linguistic Competence:
Students will produce affirmative, negative, and interrogative sentences with “going to” to describe future activities in dialogues and short texts.
Linguistic Focus: sentence formation using “going to” + base verb; subject–verb agreement with to be.
Example: “She is going to travel next month.” / “They aren’t going to play football.”

(I write it again because the first time was without the name)

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Let’s Talk About Feelings and Colors with Inside Out!

🌟 Goals:

1. To help students identify and express basic emotions and colors in English.

2. To connect emotions with colors through familiar movie characters.

3. To encourage empathy, vocabulary development, and communication using fun, visual activities.

✅ Objectives:

By the end of the lesson, students will be able to:

1. Recognize and name five basic emotions in English: happy, sad, angry, scared, disgusted.

2. Recognize and name five basic colors: yellow, blue, red, purple, green.

3. Match emotions and colors with Inside Out characters (Joy, Sadness, Anger, Fear, Disgust).

4. Express how they feel using simple sentences like I feel happy and my color is yellow.

5. Participate in interactive activities to reinforce emotions, colors, and character vocabulary.

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promp: Act as a teacher of English as a foreign language and generate a goal and specific objectives for a group 8 years old un primary school working with familyThe objectives must be designed in terms of competences, considering that le linguistic contents are the verb "to be" and "this - that"

The objectives must be esigned in terms of competences, considering that le linguistic contents are the verb "to be" and "this - that"

General Goal:

Students will develop basic communicative competence in English by identifying and describing family members using the verb "to be" and the demonstrative pronouns "this" and "that", in both oral and written forms.

Specific Objective 1 (Linguistic Competence):

Students will be able to form and pronounce simple affirmative and negative sentences using the verb "to be" (e.g., "He is my dad." / "She is not my sister.") to introduce and describe members of their family.

Specific Objective 2 (Sociolinguistic/Pragmatic Competence):

Students will be able to use the demonstratives "this" and "that" appropriately in context (e.g., "This is my brother." / "That is my grandmother.") to point to and talk about family members in classroom visuals or real-life contexts.

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Hello everyone! I'm your English teacher from a small town in northern Salta, and I'm so excited to help you learn and practice English!

Here's our plan for learning about "A Day at School" using the Present Simple:

General Goal:

By the end of this unit, students will be able to understand and produce simple sentences about daily routines and activities at school using the present simple tense.

Specific Objectives:

* Students will be able to identify and state at least five common school subjects and activities using the present simple (e.g., "We have Art," "We play in the yard").

* Students will be able to describe their own daily school routine using simple present simple sentences, including at least three different time expressions (e.g., "In the morning, I read," "At recess, we eat," "Afternoon, I learn math").

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hola soy profesora de ingles técnico de 5 to año, de una escuela secundaria de tecnico quimico, me ayudas con unplanning que tenga por objetivo enseñar vocabulario sobre entrevista de trabajo en el que se puedan aplicar vocabulario referido al trabajo en laboratorio

Objetivos específicos

Identificar vocabulario técnico relacionado con equipos, funciones y medidas de seguridad en el laboratorio.

Aplicar expresiones comunes de entrevistas laborales (formal/informal).

Practicar estructuras gramaticales para describir experiencia y habilidades (present perfect, passive voice simple, modales).

Simular entrevistas en contexto técnico.

📚 Contenidos

Léxico específico:

Lab equipment: pipette, burette, beaker, balance, fume hood, pH meter, centrifuge.

Job roles: lab assistant, chemist, lab technician, quality control analyst.

Skills: accurate measurement, sample preparation, titration, report writing, teamwork, safety awareness.

Léxico de entrevistas:

“Tell me about yourself.”

“What are your strengths/weaknesses?”

“Why do you want to work in this lab/company?”

“Do you have experience with...?”

“How do you handle laboratory accidents/errors?”

“Describe a time when…”

Gramática:

Present Perfect: “I have worked with spectrophotometers before.”

Passive Voice: “The samples were prepared under sterile conditions.”

Modal Verbs: “I can follow SOPs precisely.” / “I must wear protective gear.”