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Summary about María Camila Caicedo Rengifo

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Summary about María Camila Caicedo Rengifo

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Topic: How to Pronounce the -ed Sound

Virtual class (90 minutes) focused on English regular verb endings.

Activities: riddles, reading aloud, verb classification.

Tools: digital formats, chat, practical examples.

Suggestions:

Use additional visual aids.

Increase hands-on tasks and individual feedback.

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Summary about Maira Ajejandra Ordoñez Alban

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Summary about Maira Ajejandra Ordoñez Alban

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Topic: Talking About the Future

Virtual session with the participation of teacher Fernando Medina and intern Yaira.

Content: differences between “Will” and “Going To,” plus future use of the present continuous.

Activities: explanation, games, group tasks, and sentence correction.

Suggestions:

Add more oral production opportunities.

Improve sound quality.

Reduce Spanish usage.

Promote equal participation.

Include more moments of formative assessment.

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Summary about Karen Tatiana Ipiales Bolaños

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Summary about Karen Tatiana Ipiales Bolaños

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Topic: How do you look like?

Virtual session with 26 students.

Activities: prior knowledge activation, interactive tasks, and a summary discussion.

Teaching tools: slides, videos, printed materials.

Suggestions:

Add more interactive and dynamic strategies.

Improve time management.

Increase visual and tech-based resources.

Ensure all students participate.

Clarify explanations and provide structured feedback time.

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Summary about Danna Valentina Rincón Mosquera

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Summary about Danna Valentina Rincón Mosquera

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Topic: Superstitions of Everyday Life

Virtual class with 50–60 A2-level students.

Motivating and participatory environment.

Activities: games, formative assessments, and self-evaluation.

Bilingual instruction (English and Spanish).

Suggestions: Develop strategies to involve all students, maintain focus, and identify learning gaps.

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Summary about Adriana Milena Ortega Rodríguez

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Summary about Adriana Milena Ortega Rodríguez

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Topic: Parts of the plants

The teacher used flashcards, poster and short video.

Communicative approach with simple language and gestures.

Activities: initial questions, visual identification, coloring activity.

Strengths: positive environment, repetition and effective visuals.

Suggestions: include more group games and songs on the topic.

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Acceder a Campus Virtual - Universidad Nacional Abierta y a Distancia - UNAD

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Aplicación web progresiva con acceso inmediato a servicios exclusivos para la comunidad UNAD.

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Summary about María Camila Caicedo Rengifo

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Summary about María Camila Caicedo Rengifo

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The activity focuses on developing writing skills through the use of Grammarly. Students learn to identify and correct grammar mistakes (verb tenses, prepositions, subject-verb agreement), improve paragraph clarity and conciseness, and adjust tone for different contexts (formal vs. casual).

Objectives:

Correct grammar errors using Grammarly's feedback.

Enhance paragraph style and clarity.

Adjust tone to match formal and informal writing.

Explain grammar corrections to strengthen metalinguistic understanding.

Tasks:

Exercise 1: Write 3 daily routine sentences with intentional grammar mistakes, correct them using Grammarly, and explain each correction.

Exercise 2: Write a 3–4 sentence paragraph about a favorite study spot. Apply at least two Grammarly style suggestions and explain the changes.

Exercise 3: Create two invitation messages for a writing workshop—one formal (email) and one casual (chat). Adjust tone using Grammarly’s Tone Detector and explain vocabulary/structure changes.

Submission:

Upload a document with original and corrected texts, marked edits, and brief reflections. Feedback will be provided by the tutor.

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Summary about Maira Ajejandra Ordoñez Alban

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Summary about Maira Ajejandra Ordoñez Alban

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Learning Objectives

Understand and identify the first conditional in a contextualized dialogue.

Discover and infer the meaning of new vocabulary related to daily life.

Apply new words in original first conditional sentences.

Summarize a reading to reinforce comprehension and paraphrasing skills.

Activity Structure

Introduction:

Students work with ChatGPT to explore how grammar and vocabulary function in real communication.

Instructions:

Use ChatGPT to generate a dialogue with at least five first conditional sentences and five B1 vocabulary words.

Identify and define the new words using context clues and dictionary verification.

Write five original first conditional sentences, using at least three new words.

Use ChatGPT to review and correct grammar and vocabulary errors.

Reflect on learning by sharing with a classmate and answering questions about the activity.

Practical Activities Overview:

Reading (10–15 min): Interactive dialogue generation with ChatGPT using the first conditional.

Vocabulary (10 min): Context-based word definition with confirmation.

Writing (15 min): Sentence creation using first conditional and new vocabulary.

Reflection (10 min): Peer sharing and reflection on vocabulary, challenges, and ChatGPT use.

Feedback Plan:

AI Feedback: Real-time corrections from ChatGPT.

Peer Review: Compare vocabulary and sentence construction with classmates.

Teacher Feedback: Discuss student examples and clarify mistakes in class.

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Summary about Karen Tatiana Ipiales Bolaños

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Summary about Karen Tatiana Ipiales Bolaños

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Learning Objective:

Students will learn to narrate personal experiences using the past simple and past continuous correctly, while improving fluency, clarity, and coherence with appropriate connectors and time expressions.

Activity Steps:

Preparation (10 minutes):

Students think of a personal or fictional past experience (e.g., a trip, celebration, funny moment) and write a brief outline answering:

What happened?

Where?

Who was involved?

What were they doing?

What happened next?

ChatGPT Interaction (20 minutes):

Students initiate a conversation using the prompt:

“Hi ChatGPT! I’m practicing English and I want to tell you a personal experience using past simple and past continuous. Please ask me questions and help me if I make mistakes.”
They respond using the correct grammar and ask ChatGPT for corrections and explanations. Aim: 10 exchanges minimum.

Guided Exercises (15 minutes):

Exercise 1: Write a 6–8 sentence story using past simple, past continuous, and connectors (e.g., when, while, suddenly).

Exercise 2: Choose 3 incorrect sentences from the ChatGPT conversation and write the corrected versions.

Exercise 3: Write a short reflection (in English or Spanish):

What did you learn?

What common mistakes did you make?

What do you think of practicing with AI?

Feedback:

ChatGPT: Real-time corrections and explanations.

Teacher: Optional review via copied conversations or oral recordings for feedback on pronunciation, grammar, and coherence.

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Summary about Danna Valentina Rincón Mosquera

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Summary about Danna Valentina Rincón Mosquera

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Learning Objectives

Identify emotions (happy, sad, angry, excited, scared) through tone of voice in audio clips.

Understand and use emotional vocabulary.

Interpret emotional tone in context.

Express and justify interpretations using simple English

phrases.

Activity Structure

Introduction (10 min):

Teacher introduces the theme of recognizing emotions through listening.

Instructions (5 min):

Listen to AI-generated audio clips.

Identify the emotion in each clip.

Pair up and explain how tone or keywords revealed the emotion.

Complete multiple-choice questions and a table.

Practice (30 min):

Part A – Individual Listening:

Five short audio clips, each representing a different emotion:

Happy

Sad

Angry

Scared

Excited

Students write down the emotion they hear.

Part B – Pair Discussion:

Students discuss which emotion they heard and justify their

choice using keywords or tone clues.

Part C – Writing Practice:

Complete a table noting:

Emotion

Key words

Tone (e.g., fast/slow, high/low, loud/soft)

Feedback (10 min):

Peer review

Self-assessment with correct answers displayed

Teacher discusses student examples

Content Summaries of Audio Clips:

Clip 1 (Happy): Joy from playing in the park after exams.

Clip 2 (Sad): Disappointment over a lost exam.

Clip 3 (Angry): Frustration due to lack of teamwork and attention.

Clip 4 (Scared): Fear after hearing a scream while walking at night.

Clip 5 (Excited): Celebration after receiving unexpected good news.

Target Vocabulary:

Emotions: Angry, happy, sad, excited, scared

Sample phrases used:

“I can’t believe it, I’m really so happy!”

“...lack of commitment and respect for teamwork has crossed the line!”

“...that joy spread to me”

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Summary about Adriana Milena Ortega Rodríguez

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Summary about Adriana Milena Ortega Rodríguez

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Introduction

The lesson focuses on understanding how to use the simple past tense.

Regular verbs: add -ed (e.g., danced)

Irregular verbs: change completely (e.g., go → went)

Students will practice with examples like:

Affirmative: I danced at the party.

Negative: I didn’t dance at the party.

Question: Did you dance at the party?

Practice Activity: Kahoot Game

Students will join a Kahoot quiz using a provided PIN and link:

Quiz includes sentence completion tasks using simple past tense.

Examples:

Yesterday, she ___ a cake. → baked

He didn’t ___ to the meeting. → go

___ they watch the movie yesterday? → Did

Focus is on both speed and accuracy.

Feedback

After the quiz, the teacher will review the answers with the class.
Students will explain their reasoning for each answer, helping clarify any misunderstandings.
Emphasis is placed on learning over scoring.

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Acceder a Campus Virtual - Universidad Nacional Abierta y a Distancia - UNAD

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Aplicación web progresiva con acceso inmediato a servicios exclusivos para la comunidad UNAD.

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Guided Teaching Method – Scaffolded lessons with clear stages and supports for autonomy.

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British Council readings and listening activities

Interactive platforms: Liveworksheets, Quizlet

Videos, flashcards, sentence starters, writing templates

Food visuals, mini-whiteboards, Canva materials

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Lesson 4 – Session 4: Future Plans and Healthy Eating

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Lesson 4 – Session 4: Future Plans and Healthy Eating

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Objective: Write about future meals using “going to”

Warm-up: Food sorting worksheet

Activities:

Write paragraph: “My Healthy Day”

Create “My Future Food Diary” (creative writing)

Assessment: Final paragraph with grammar, vocabulary, and coherence

Closure: Peer review using checklist

Homework: Mini booklet – "My Healthy Eating Plan"

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Lesson 3 – Session 3: Reading and Food Classification

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Lesson 3 – Session 3: Reading and Food Classification

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Objective: Identify types of food using reading comprehension

Warm-up: Image-based questions ("Is this a fruit or vegetable?")

Activities:

Read and answer comprehension questions

Write about favorite food

Sort food into fruits, vegetables, and sweets

Assessment: Worksheet completion + oral review

Homework: Optional reinforcement activities

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Lesson 2 – Session 2: Describing Eating Habits

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Lesson 2 – Session 2: Describing Eating Habits

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Objective: Talk about eating habits and describe healthy dishes

Warm-up: Eat it or not? game with uncommon food images

Activities:

Pair interviews (questions like “Do you like smoothies?”)

Guess the food (clues + Q&A)

Assessment: Oral description of healthy meal

Homework: Audio/video presenting their favorite healthy food

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Lesson 1 – Session 1: Healthy Eating Habits

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Lesson 1 – Session 1: Healthy Eating Habits

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Objective: Identify healthy/unhealthy foods using the simple present.

Warm-up: “What’s on my plate?” visual flashcards

Activities:

Classify foods (healthy/unhealthy)

Learn sentence structures (affirmative, negative, interrogative)

Listening task

Assessment: Sentence classification game

Homework: Draw a healthy plate and write 3 sentences using present simple

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4 sessions – Each 2 hours long

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Fruits, vegetables, fast food, proteins.

Healthy foods: lentils, avocado, yogurt, fish, oatmeal, green tea, etc.

Future-oriented meals: quinoa, brown rice, grilled vegetables, etc.

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Listening

Reading

Writing

Speaking

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Present Simple (affirmative, negative, interrogative)

Future with “going to”

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Level: A2 (CEFR)

Age: 11–14 years old Grades: 6th–10th

Needs:

Expand vocabulary

Associate words with visuals

Apply content to daily life

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Enable students to identify and express healthy routines and habits using the present simple and future tense ("going to"), in communicative situations.

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Theme:

Healthy habits

Types of foods

Diets

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Logo of Universidad Nacional Abierta ya Distancia - UNAD

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Topic: Present Simple Tense

Level: A1 | Target age: 6 years old

Objective: Enable students to communicate effectively using the present simple tense in everyday contexts.

Activities:

Warm-up with riddles.

Review and explanation of the affirmative, negative, and interrogative forms.

Students create short dialogues.

Online exercises and final assessment.

Homework: Record a 2-minute video describing their daily routine.

Materials:

Liveworksheets, PowerPoint presentation, Word document, video-sharing platform.

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Summary about María Camila Caicedo Rengifo

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Summary about María Camila Caicedo Rengifo

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The integration of Artificial General Intelligence (AGI) in education is transforming traditional teaching by enabling personalized learning, real-time feedback, and optimized assessments. AGI creates dynamic, multimedia-rich environments that foster critical thinking and creativity. However, this shift also raises ethical concerns about data privacy and algorithmic bias, highlighting the need for constant oversight.

The article emphasizes the changing role of teachers, who must move from content delivery to becoming mentors and facilitators, supporting students emotionally and cognitively. Ultimately, AGI should handle automation and personalization, allowing teachers to nurture deeper understanding and socio-emotional development, shaping a more inclusive, ethical, and student-centered educational model.

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Summary about Maira Ajejandra Ordoñez Alban

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Summary about Maira Ajejandra Ordoñez Alban

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Summary about Karen Tatiana Ipiales Bolaños

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Summary about Karen Tatiana Ipiales Bolaños

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Summary about Danna Valentina Rincón Mosquera

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Summary about Danna Valentina Rincón Mosquera

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The article provides an in-depth exploration of Generative Language Intelligence (GLI) and its transformative impact on education and the teacher’s role. Yolcu argues that GLI redefines teachers from mere transmitters of information to facilitators of personalized learning experiences.

A central theme is GLI’s capacity to process vast amounts of data to tailor educational content to individual student needs. This allows educators to focus more on creative, dynamic teaching, while developing essential digital and ethical skills to integrate technology effectively in the classroom.

Yolcu also underscores the necessity of collaboration between educators and the tech industry to ensure GLI tools meet educational goals and respond to students’ realities. This partnership requires ongoing feedback to guide ethical and meaningful innovation.

The article addresses ethical challenges of AI in education, emphasizing that teachers must be prepared to manage these responsibly, ensuring equitable access and benefit for all students.

Specifically, in the field of English teaching, the arrival of AI calls for a shift in focus. Teachers must move beyond teaching grammar and writing, as students now have access to translators and AI tools. The English teacher's new role is to guide learners in critical thinking and responsible tool use.

Ultimately, AI challenges—not replaces—educators. The transformation implies a shift from language experts to learning facilitators, requiring adaptability, new skills, and a student-centered approach to teaching in the digital age.

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Summary about Adriana Milena Ortega Rodríguez

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Summary about Adriana Milena Ortega Rodríguez

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Acceder a Campus Virtual - Universidad Nacional Abierta y a Distancia - UNAD

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Aplicación web progresiva con acceso inmediato a servicios exclusivos para la comunidad UNAD.