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The presentations of the experts in phase 2

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The presentations of the experts in phase 2

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Individual presentation of each English skill expert

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Individual presentation of each English skill expert

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Listening expert

https://www.canva.com/design/DAGkdATKxss/czLN2FMyG5j_vUArmwzKmg/edit?utm_content=DAGkdATKxss&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Reading expert

https://www.canva.com/design/DAGkhlycMpQ/35oWg71R2M9LmoWl3apDQw/edit?utm_content=DAGkhlycMpQ&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Writing expert

https://www.canva.com/design/DAGk6rRiDE8/hY1AE_4vNy6gwGDFAoJkdw/edit?utm_content=DAGk6rRiDE8&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Speaking expert

https://unadvirtualedu-my.sharepoint.com/:p:/g/personal/jecastrovec_unadvirtual_edu_co/EfG2ntSkxl9FiYQeBkgPrLsBt4VKEHLcn3zVSuEC-hcMdQ?e=VPejNz

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Presentación Educativa Diapositivas Lectura Ilustrativa Creativa Naranja Lila

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Lesson plan created in phase two, according to an English topic

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Lesson plan created in phase two, according to an English topic

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Topic: Simple Past - Irregular Verbs

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

recognize and use irregular verbs in the simple past tense correctly in sentences and short conversations.

Student’s level: (MCRE) A2ELEMENTARY

Target skill:Speaking, Writing

Target vocabulary: Irregular verbs (e.g., go-went,

eat-ate, see-saw, have-had, make-made, etc.)

Student’s age: 10- 12 years old

Target gramar: Simple Past Tense

(Irregular Verbs)

Warm-up activity:

"What Did You Do Yesterday?"

The teacher writes 3-5 simple sentences on the board about what they did yesterday, using irregular verbs (e.g., "I went to the park," "I ate pizza," "I saw a movie").

Ask students to guess the meaning of the past tense verbs (e.g., "What is 'went' in present tense?").

Introduce the concept of irregular verbs and explain that they don’t follow the regular -ed rule.

Material: (mandatory)

Whiteboard or chalkboard

Markers for writing

Main activities

Pre-Activity:

Activity: "Verb Match-Up"

Provide students with a worksheet containing two columns: one with base forms of irregular verbs (e.g., go, eat, see) and the other with their past tense forms (e.g., went, ate, saw) in random order.

Students match the base form with the correct past tense form.

Review answers as a class.

During-Activity:

Activity 1: "Story Time"

The teacher reads a short story filled with irregular verbs in the past tense (e.g., "Yesterday, I went to the store. I bought some apples and ate them.").

Students listen and identify the irregular verbs in the story. Write them on the board.

Activity 2: "Fill in the Blanks"

Students complete a short paragraph with missing irregular verbs in the past tense (e.g., "She ___ (go) to the park and ___

(see) her friends.").

Post-Activity:

Activity: "Pair Work - Past Tense Interview"

Students work in pairs to ask and answer questions about what they did last weekend using irregular verbs (e.g., "What did you do last weekend?" "I went to the beach.").

Encourage them to use at least 5 irregular verbs in their conversation.

Material: (mandatory)

•        Paper

•        Pencils

•        A history page with irregular verbs

Whiteboard

Practice or Assessment

"Irregular Verb Quiz"

Students complete a short quiz where they:

Write the past tense form of given irregular verbs.

Rewrite sentences in the past tense using irregular verbs.

Correct mistakes in sentences with incorrect past tense forms.

Material: (mandatory) Quiz:

https://dashboard.blooket.com/set/67d4bfb336eec419

800895b0

Closure

Review the keyirregular verbs learned in the lesson by writing them on the board.

Ask students to create one sentence using an irregular verb in the past tense and share it with the class.

Summarize the lesson by emphasizing that irregular verbs do not follow a pattern and must be memorized.

Material: (mandatory)

Paper

Pencils

Homework

Homework/Follow- up Activity

"Irregular Verb Diary"

Students write a short diary entry (5-7 sentences) about what they did yesterday, using at least 5 irregular verbs in the past tense.

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Unit Component

Title “All about me!”

Topic

This should be the overarching theme or big idea that introduces, connects to the subsequent units, or concludes.

Consider the main grammar topics included in the unit The main vocabulary.

The main listening activities and strategies e.g. Focused listening - Personal introductions.

The main reading activities and strategies e.g reading about “People around the world”– predictingsummarizing – graphic organizaer The main writing activities and strategies e.g filling in forms – writing short letters drafting - outlines.

The main writing activities and strategies e.g filling in forms – writing short letters drafting - outlines.

The main speaking activities and strategies e.g role plays.

Theme: Personal presentations, using basic grammatical structures to give and obtain information about themselves and other people.

Grammar: Verb "to be" (am / is / are) Personal pronouns (I, you, he, she, we, they) Possessive adjectives (my, your, his, her) WH questions (What is your name? Where are you from? How old are you?)

Vocabulary: Personal information: name, age, nationality, occupation, family members Hobbies and interests Adjectives to describe personality and appearance

Reading: Texts about people from different countries Strategies: Reading selection, screening, synthesis with graphic organizers.

Listening: Short conversations and monologues

Strategies: listening concentration, keyword recognition, jotting down ideas.

Writing: Handle forms with personal information. Write a short paragraph introducing yourself.

Strategies: Generating ideas, organizing ideas, applying models.

Speaking: Guided conversations and role-playing games

Strategies: Work in teams and pairs to pose and answer personal questions. Oral personal presentations.

Time

(number of hours & weeks)

Consider how long it will take for students to learn and master the concepts, skills, and learning outcomes. Define the number of sessions, minimum 4 sessions

4 sessions spread over 4 weeks, each session lasting one hour.

Unit Objectives

What skills students are working towards mastering by the end of each unit. What will students be able to do by the end of each unit?

Main unit objective: Students will be able to communicate in English using simple structures and vocabulary related to personal information, through oral and written comprehension and production activities, in real or simulated communication situations.

Lesson objectives: (create one objective per each session included in the unit component)

Lesson objective 1: Identify basic personal information (name, age, nationality, preferences) from short, authentic oral texts, such as conversations and dialogues.

Lesson objective 2: Prepare and answer personal questions in English, using simple grammatical structures, in oral contexts such as interviews and presentations.

Lesson objective 3: Read short texts (personal profiles) to extract specific information and use it as a model to build your own profile.

Lesson objective 4: Write a short text in English containing basic personal information, structuring ideas with simple connectors and appropriate vocabulary.

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Think about how the learning outcomes for each unit connect to the overall course objectives. Each should align and connect to each other.

Main unit learning outcome:

By the end of the unit, students will be able to present themselves in English, both orally and in writing, and understand other people's presentations in everyday communicative contexts.

Lesson learning outcome: (create one objective per each session included in the unit component)

Lesson objective 1: Listen and understand key information about personal identity in short presentations, showing selective attention and recognition of key terms.

Lesson objective 2: Participate in simple oral dialogues about selfpresentation (name, age, nationality, preferences) using appropriate structures and understandable pronunciation.

Lesson objective 3: Identifies specific data in short written texts (personal presentations) and compares them with their own information.

Lesson objective 4: Prepare a personal statement in English using complete expressions, basic connectors, and the structure model studied during the unit.

Formative -Assessments

Include a continuum of assessments so you can monitor progress, check for understanding, and determine mastery of skills and concepts.

60 formative assessment activities

Vocabulary and grammar quizzes (matching, fill-in-the-blanks)

Listening comprehension tasks with questions

Reading with graphic organizers (Venn diagram, information table)

Writing a personal profile with peer feedback

Oral activities in pairs (interviews, dialogue practice)

Final oral presentation assessed with a rubric (fluency, accuracy, pronunciation)

Teaching Method

What teaching methods will be used to deliver instruction?

How will content be scaffolded?

https://www.buffalo.edu/catt/teach/develop/design/teaching-methods.html

Communicative Language Teaching (CLT): Emphasis on real-life communication

Task-Based Learning: Students complete real-life tasks such as creating a profile or giving a presentation

Scaffolding:

Vocabulary: Introduction and practice of vocabulary with visual aids and context

Grammar: Modeling structures before production

Stage-based writing: Planning → Writing → Revising

Key Resources

Include diverse and inclusive resources that will guide and support students.

Images and visual cards (vocabulary)

Audio recordings of learning platforms

Model texts and biographies (print and digital)

Interactive tools: Wordwall (quizzes), Padlet (sample texts), Quizlet (flashcards)

Audiovisual content: short YouTube videos

Templates for written and oral assignments

Rubrics for assessing writing and oral expression

Students’ context

Describe the student’s English level (MCE)

Age range

Grade

Learner’s needs

English level: A2

Age: 13 to 15 years

Grade: Secondary (8th - 9th)

Student needs: Strengthen fundamental communication skills in English

Build confidence when speaking in front of an audience

Acquiring vocabulary and grammar useful in real-life situations

Optimize listening skills in social settings

Acquire skills for structuring short texts and dialogues

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Choosing optimal methods to support learning outcomes.

The Importance of Teaching Methods

Teaching methods are the broader techniques used to help students achieve learning outcomes, while activities are the different ways of implementing these methods. Teaching methods help students:

master the content of the course

learn how to apply the content in particular contexts

Instructors should identify which teaching methods will properly support a particular learning outcome. Its effectiveness depends on this alignment. To make the most appropriate choice, an instructor should consider learning outcomes, student needs and the learning environment.

Consider the following example:

Learning outcome: Solve a complex math equation.

Learning environment: An in person, upper-level math course with 20 students.

Teaching method: Guided instruction. First, the instructor facilitates learning by modeling and scaffolding. Students take time to ask questions and receive clarifications. Next, students practice applying these skills together and then independently. The instructor uses formative assessment to check for understanding.

This example demonstrates alignment of what the instructor wants students to do, and how they are supported in these tasks. If the instructor choses a different teaching method, such as a traditional lecture, students would need to process the lecture's content and apply principles simultaneously. This is very difficult to do and would lead to less successful outcomes.

Choosing the appropriate teaching method brings instruction to life while encouraging students to actively engage with content and develop their knowledge and skills.

The chart below provides a number of teaching methods to choose from. Teaching methods vary in their approach, some are more student-centered while others are more instructor centered, and you will see this reflected in the chart. Choose methods that will best guide your students to achieve the learning outcomes you've set and remember that your teaching approach, teaching methods and activities all work together.

Using the Course Design Template explore the aspects that will likely affect your course.

Step 1: Review your learning outcomes.

Step 2: Identify the teaching methods that best align to these learning outcomes and fill in the appropriate column.

Step 3: Consider possible activities which will next be examined in further detail.

Now that you've reviewed a variety of teaching methods and considered which ones align with your learning outcomes, the next step is to consider activities.

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Choosing optimal methods to support learning outcomes.

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Lesson plans per sessions, Lesson 1 Session 1 - María Camila Barreto Gil

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Lesson plans per sessions, Lesson 1 Session 1 - María Camila Barreto Gil

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Topic: Introducing Personal Information through Listening.

Objective: Identify basic personal information (name, age, nationality, preferences) from short, authentic oral texts, such as conversations and dialogues.

Student’s level: (MCRE) A2

Target skill: Listening – Focused listening for personal information (e.g., name, age, nationality, occupation).

Target vocabulary: Name, age, nationality, occupation, hobbies, countries, family members.

Student’s age: 13 – 15 years.

Target grammar: Verb "to be" (am/is/are), Personal pronouns (I, you, he, she), WH-questions (What’s your name? Where are you from?).

Warm-up activity: Activity: "Guess What?" – Introductory Game Students will listen to an audio recording and answer questions such as:

➡️ Todd lived in England for _____.

➡️ He went to England to _____.

➡️ He began teaching in _____.

In pairs, students try to guess the information using the question patterns and listening to the audio repeatedly. The goal is to activate mutual listening.

Material:

Link of the Quiz: https://create.kahoot.it/details/1c48ecfb-46cc-4caa853e-fdd324d28d98

Main activities

Pre-Listening (10 minutes)

Objective: Prepare students for the listening task by activating background knowledge and introducing key vocabulary. Teacher introduces vocabulary using flashcards (e.g. “teacher,” “student,” “Canada,” “reading”). Class matches each word with images or definitions. Pronunciation drilling: students repeat after the teacher.

Material:

Pre-Listening Materials: Vocabulary flashcards Matching worksheet (word → image).

Link of the activity: https://es.educaplay.com/recursoseducativos/23430584-match_the_pictures.html

During-Listening (10 minutes)

Objective: Students listen to specific information in a real-world context. Play a short audio recording (1–2 minutes) of people introducing themselves (e.g. “Hi, I’m Anna. I’m 14. I’m from Spain. I love painting.”) Students complete a chart with this information: Name Age Country Occupation or hobby Audio is played twice for clarity.

During-Listening Materials:

Audio recording

https://soundcloud.com/elllo-todd/1385- first-jobs

Personal information chart (worksheet)

Post-Listening (10 minutes)

Objective: Reinforce comprehension and encourage peer interaction. In pairs, students compare their completed charts. The teacher checks answers together with the class. In pairs, students take turns practicing a simple dialogue using the same info structure:

A: What’s your name?

B: My name is ___. I’m from ___.

Post-Listening Materials:

Answer key on board or projector Dialogue prompts or sentence frames.

Practice or Assessment

Complete the song: Students listen to a song and try to complete it according to the respective word.

For example:

And now, the_____ is near (end) And so, I face the final _____ (curtain).

Material:

Audio song: https://www.youtube.com/watch?v=qQzdAsjWGPg

Link to the complete the song activity: https://es.educaplay.com/recursoseducativos/23430534-complete_the_song.html

Stereo system

Closure Activity: Quick recap and exit ticket

Teacher reviews: “What did we learn today?” – Students raise hands to respond.

Exit ticket: Students write 3 facts about one of the people they heard in the audio (name, age, country).

Material: Mini slips of paper for exit tickets

Whiteboard for group recap

Homework/Follow-up Activity Task:

"Record your introduction" Students record a short audio (30–45 seconds) introducing themselves with:

Name

Age

Country

A hobby

The activity can be shared next class, students should pay attention to their classmates' answers and different questions will be answered.

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Lesson plans per sessions, Lesson plan 2 Session 2 - Jhon Edixon Castro Vecino

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Lesson plans per sessions, Lesson plan 2 Session 2 - Jhon Edixon Castro Vecino

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Topic: Introducing Personal Information through Speaking.

Objective: Produce basic personal information (name, age, nationality, preferences) using short, rehearsed dialogues and structured prompts.

Stude nt’s level: A2 (MCRE)

Stude nt’s age: 13– 15 years

Target skill: Speaking – Structured oral production of personal information.

Target gramar:

Verb "to be" (am/is/are)

Personal pronouns (I, you, he, she)

WH-questions (What’s your name? Where are you from?)

Target vocabulary: Places, hobbies, favorite activities

Warm-up activity:

Activity: “Who Am I?” – Speaking Guessing Game

Teacher models: “I’m from Colombia. I’m 39. I love video games.”

In small groups, students are given personal info cards and take turns reading them out loud (anonymously).

The group guesses who the card describes.

Focus on speaking fluently using “I am…” structures.

Material:

Material: https://www.youtube.com/wat ch?v=QgjkjsqAzvo&ab_channel=Engl ishwithLucy

Instructions:

1. Shuffle and give one card per student.

2. One student reads aloud: “I’m 14. I’m from Spain. I like painting.”

3. Class guesses: “Are you Sofia?”

4. Repeat with several students.

✅ Goal: Encourage clear spoken output using “I am... I like...”

Main activities

Pre-Speaking (10 minutes)

Objective: Activate vocabulary and sentence structures for personal introductions.

Introduce key vocabulary (nationalities, ages, hobbies, jobs) using flashcards or images.

Students practice repeating sentences aloud: “I’m 14.” “He’s from Japan.” “She likes swimming.”

Model and drill pronunciation with choral repetition.

Practice WH-questions with gestures or prompts: “What’s your name?” “Where are you from?” “How old are you?”

During-Speaking (10 minutes)

Objective: Structured pair speaking practice to use learned language. Activity: “Introduce Your Partner”

Students interview each other using a guided worksheet with prompts:

➤ What’s your name?

➤ How old are you?

➤ Where are you from?

➤ What do you like doing?

Students then take turns introducing their partner to the class: “This is Maria. She’s 13. She’s from Brazil. She loves drawing.”

Post-Speaking (10 minutes)

Objective: Practice creating short personal introductions with improved fluency.

Activity: “Mini Role Plays”

In pairs, students perform mini-dialogues with different identity cards (e.g., Anna from Spain who loves painting).

Students swap partners and repeat with new cards.

Emphasis on accuracy and fluency.

Teacher provides gentle corrections and models good examples.

Material:

https://wordwall.net/es/resource/60868 030/wh-question https://wordwall.net/es/resource/15197 29/hobbies https://wordwall.net/es/resource/30195 459/where-are-you-from

Practice or Assessment Activity: “My Introduction Performance”

Students prepare a short introduction (about 4–5 sentences).

➤ “Hi! My name is ___. I’m years old. I’m from _. I like ___.”

Volunteers present to the class or record a video.

Peers give simple feedback using a checklist (e.g., clear voice, correct grammar, eye contact).

Material: https://wordwall.net/es/resource/15525 825/introduce-yourself

Closure

Activity: “Quick Fire Questions”

Teacher or student leader asks fast questions:

➤ “What’s your name?”

➤ “Where are you from?”

➤ “What do you like doing?”

Students answer in turn, reinforcing fluency.

Exit Ticket: Write 3 sentences about yourself (name, age, country).

Material: https://wordwall.net/es/resource/36035 857/ingl%c3%a9s/introducingyourself

Homework/Follow-up Activity

Task: “Interview a Family Member”

Students record themselves introducing a family member using the same structure:

➤ “This is my mom. Her name is ___. She’s ___. She’s from ___. She likes ___.”

Prepare to present in the next class.

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Lesson plans per sessions, Lesson plan 3 Session 3 - Alina Marcela Rua Diaz 

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Lesson plans per sessions, Lesson plan 3 Session 3 - Alina Marcela Rua Diaz 

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Topic: Personal introduction. Read personal profiles and write a brief selfintroduction.

Objective: Read short texts (personal profiles) to extract specific information and use it as a model to build your own profile.

Student’s level: A2

Student’s age: 13 to 15 years

Target skill: Reading comprehension (scanning and reading for details)

Target grammar: Verb to be, personal pronouns, possessive adjectives, simple sentence structure

Target vocabulary: Nationalities, age, occupations, hobbies, personal descriptions

Warm-up activity:

“Find someone who…”

Objective: To establish vocabulary related to personal information and create an environment for active participation.

The teacher will welcome everyone at the beginning of the class, then conduct a warm-up activity or exploration of knowledge. Using a Kahoot, they will use expressions such as:

“Find someone who is 16 years old.”

“Find someone who has two siblings.”

“Find someone who likes to sing.”

Students should ask questions of their classmates, exchange ideas, and complete the answers.

Material:

Kahoot: https://create.kahoot.it/share/findsomeone-who/3bcb5fa0-62b6-404cab4d-75e7d5641320

Main activities

Pre-reading Stage (10 minutes)

Activity: Word Wall

Objective: To activate key vocabulary and establish expectations for the text.

In groups, students examine a series of words on cards linked to personal information (name, age, nation, favorite food, colour, sport, hobby, etc.)

They should categorize the words according to categories (e.g., personal information, likes, physical characteristics) on a piece of poster board or in their notebooks.

Then they are asked to predict: "What kind of text do you think we're going to read?"

Material: Cards printed with words, cardboard, notebooks.

While-Reading Stage (10 minutes)

Activity: "Profile Detectives"

Objective: To encourage critical reading, comparison, and justification of ideas with textual support.

Students will receive two texts about selfintroductions and a worksheet with guided questions, such as:

Who is older?

Who has more siblings?

Who likes sports more?

Which person would you like to meet and why?

Then, they will form pairs and underline clues in the text to support each answer. At the end, they will create a comparison chart with the differences and similarities.

Material: Personal presentation texts, worksheets with questions.

Post-Reading Stage (10 – 15 minutes)

Activity: "Create Your Visual Profile"

Objective: Apply the knowledge acquired to generate authentic content, linking reading with creativity.

Students will create their own profile, including their personal introduction.

Including:

A photo

Fictitious name

Age, country, hobbies, interests

2-3 complete sentences in English (using the texts read previously as examples)

They can decorate their profile however they like, being creative and innovative.

Material: Materials to create your profile, such as cardboard, pencils, colors

Practice or Assessment Assessment

1: Text comprehension questions. Assessment

2: Underlining clues in the text. Assessment

3: Creating your own profile.

Material:

Worksheets, personal introduction text, profile creation materials.

Simple rubric: 3 criteria, vocabulary, grammar, creativity.

Closure Activity: Spoken Gallery.

Students will post their profiles as if they were in a gallery and will be able to view their classmates' work. Afterward, there will be a space for brainstorming, where they will discuss which, profile is most similar to theirs and why. Finally, they will read aloud the sentences posted on their profile.

Material: Profiles displayed in the gallery

Homework/Follow-up Activity

Task: Choose a family member or close friend, conduct a brief interview about their personal information, and write your presentation in English to read in the next class. Due: Next class.

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Lesson plans per sessions, Lesson plan 4 lesson 4 - Valeria Del Toro Urbina

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Lesson plans per sessions, Lesson plan 4 lesson 4 - Valeria Del Toro Urbina

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Topic: Personal Introduction

Objective: Write a short text in English containing basic personal information, structuring ideas with simple connectors and appropriate vocabulary.

Student’s level: (MCRE) A2

Students’ age: 13 – 15 years

Target skill: Writing

Target grammar: Present simple (I am, I like, My favorite…) Personal pronouns (I, my) Verb “to be” (am/is)

Target vocabulary: Name, age, nationality, country, student, like, love, enjoy, favorite color, favorite food, music, sports, reading, movies.

Warm-up activity:

"Who Am I?" – Guessing Game

The teacher reads a few short self-introductions (e.g., “I’m 17. I’m from Colombia. I love music and chocolate.”) and students try to guess who it might be or create a profile of that person.

Purpose: To activate vocabulary and prepare students to talk and write about themselves.

Material: Flashcards or slides with sample sentences

Board and markers

Main activities

Pre-writing (10–15 mins):

Teacher shows a model paragraph on the board:

“Hello! My name is Ana. I am 16 years old. I am from Mexico. I like dancing and watching movies. My favorite food is pizza.” - Students identify the parts: name, age, country, hobbies, favorite things. -Teacher explains structure and useful sentence starters. - Students fill out a graphic organizer with their personal info.

While-writing (15–20 mins):

Students use the information from the organizer to write a short paragraph (5–6 sentences) introducing themselves. -Teacher helps monitor vocabulary and sentence structure as needed.

Post-writing (10 mins):

Students exchange their texts with a classmate and read each other’s paragraphs. -Volunteers can read their texts aloud. -Teacher gives simple constructive feedback (e.g., “Great use of vocabulary!”, “Check your verb ‘am’ in sentence 2”.

Material:

Graphic organizer worksheet

Writing paper or student notebooks

Whiteboard with structure/sentence starters

Projector (if using digital examples)

Practice or Assessment

Practice: Writing their personal paragraph using correct grammar and vocabulary.

Assessment: Checklist based on content, sentence structure, grammar, vocabulary, and creativity.

Optional: Peer-assessment with a simple rubric

Material:

Student paragraphs

Teacher assessment checklist

Peer review worksheet (optional)

Closure

Review key points on the board: sentence order, useful phrases (I am / I like / My favorite...).

Ask reflection questions:

“What did you learn today?”

“Can you now introduce yourself in writing?”

Congratulate students and encourage them to keep practicing.

Material:

Board/markers

Reflection questions or exit tickets

Homework/Follow-up Activity

Task:

Write a personal introduction for a friend, classmate, or imaginary person using the same format. “This is Lucas. He is 15 years old. He’s from Peru. He likes football and tacos.”

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The AI activities created in phase 5 - Maria Camila Barreto Gil

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The AI activities created in phase 5 - Maria Camila Barreto Gil

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Step 2: Learning Activity Using Kahoot!

1. Learning Objective

Language Skill: Grammar – Past Simple Tense

Objective: Students will be able to identify and use past tense verbs correctly in affirmative, negative, and interrogative sentences.

2. Activity Structure

Introduction:

This activity will help students practice the past simple tense in English. We’ll focus on regular and irregular verbs in different types of sentences. Students will play an interactive Kahoot! quiz to test their knowledge and understanding of how past tense verbs are used in daily contexts.

Instructions:

1. The teacher will share the Kahoot! game PIN and project the game on the screen.

2. Students will join the game using their devices (phone, tablet, or computer).

3. Each question will appear one at a time. Students must read the question carefully and select the best answer before the time runs out.

4. After each question, the correct answer will be shown, and students will see their progress on the leaderboard.

5. At the end of the game, we’ll review some of the questions together to clarify doubts.

Practice:

Students will practice the use of the past simple tense through a 10-question interactive quiz on Kahoot!, designed to reinforce their understanding of regular and irregular verbs, as well as affirmative, negative, and interrogative sentence structures.

The Kahoot! quiz includes:

4 questions about the correct past form of common verbs (both regular and irregular).

3 questions that require completing sentences with the appropriate past tense verb.

2 questions focused on identifying and correcting grammar mistakes.

1 question on forming questions in the past simple tense.

Feedback:

Automatic feedback from Kahoot! after each question.

Group review at the end of the game to discuss answers and provide explanations.

Teacher will give individual feedback if students request clarification on specific items.

3. Developed Content

Past Simple Tense Practice

Objetivo: Students will correctly identify and use past tense verbs in affirmative, negative, and interrogative sentences.

https://create.kahoot.it/share/past-simple-tense-practice/09b49a9a-439c-416a-898f-2e198c7c13d7

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The AI activities created in phase 5 -  Alina Marcela Rua Diaz

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The AI activities created in phase 5 -  Alina Marcela Rua Diaz

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Tool: Quizlet
Linguistic Skill: Vocabulary
Topic: Daily Routine
Level: A1 - A2 (Basic)

Learning Objective: Students will be able to identify and use vocabulary related to daily routines in simple sentences.

Activity Structure

Introduction: Vocabulary related to daily routines is essential for students to describe their daily lives. Through this activity, students will acquire fundamental words such as "wake up," "brush my teeth," or "go to school" through an interactive tool like Quizlet, which promotes visual and dynamic English language learning. This task will motivate students through games, flashcards, and online tests, allowing them to practice individually and receive immediate feedback.

Instructions:

- Access the following Quizlet set. https://quizlet.com/co/1044951181/daily-routines-flash-cards/?i=5qihxa&x=1jqt
- Analyze the vocabulary cards ("Flashcards") containing the English word, its corresponding Spanish translation, an example sentence, and an illustration.

Complete the following tasks within the set:

- Learn: to practice meaning and spelling.
- Match: to strengthen the relationship between words and illustrations.
- Test: to verify what you have learned through multiple-choice questions, fill-in-the-blanks, and translation.

After completing the exercises, write five (5) original sentences using different expressions from the list.

Submit your sentences to your teacher for feedback.

Set Contents:

The set includes 12 terms related to daily routines. Each card contains:

The English expression

Spanish translation

An example sentence

An illustrative image (when possible)

List of terms:

Wake up

Get dressed

Brush my teeth

Eat breakfast

Go to school

Do homework

Have lunch

Take a shower

Watch TV

Go to bed

Play with friends

Clean my room

Practice

- Flashcards: Visually analyze each word with its definition and corresponding example.
- Learn: Guided operation with hints and automatic repetition.
- Match: Time-restricted matching game.
- Test: Automated quiz-style assessment.
- Write sentences: Written sentence production at the end of the practice.

Feedback

- Automatic: The Quizlet platform provides instant correction during games and in test mode.
- Teacher: A written analysis of the sentences submitted by students will be conducted, including observations on the proper use of vocabulary, basic grammar, and structures.

Develop content

Practice daily routines, vocabulary usage, and use.

Activity link: https://quizlet.com/co/1044951181/daily-routines-flash-cards/?i=5qihxa&x=1jqt

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The AI activities created in phase 5 - Jhon Edixon Castro Vecino 

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The AI activities created in phase 5 - Jhon Edixon Castro Vecino 

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Learning Activity Plan Using ChatGPT
Learning Objective:
Language Skill: Speaking and Grammar
Topic: Past Tense Verbs in Narratives
Objective: Students will be able to use regular and irregular past tense verbs correctly while narrating personal or fictional past experiences.

Activity Structure:

1. Introduction (5 minutes)
Introduce the topic of past tense verbs. Discuss their role in storytelling and describe the difference between regular (e.g., walk → walked) and irregular verbs (e.g., go → went).
Example:
"Today, we’ll practice using past tense verbs to tell short stories. We’ll use ChatGPT to simulate a conversation partner who will help you practice and correct your usage of past tense verbs."

2. Instructions (5 minutes)
• Open ChatGPT in a browser.
• Use the provided prompt to begin your interaction.
• Follow the conversation and respond to ChatGPT’s questions using the past tense.
• Pay attention to the feedback ChatGPT provides.

Prompt to copy-paste into ChatGPT:
"Hi ChatGPT, I want to practice my English. Please help me practice using past tense verbs by asking me questions about a day I remember well. If I make a mistake in grammar, especially with past tense verbs, please correct me politely and explain the correction."

3. Practice (15–20 minutes)
Students will:
• Type responses to ChatGPT’s questions about a past experience (e.g., "What did you do last weekend?" or "Tell me about a trip you took").
• Try to use a range of past tense verbs, focusing on accuracy.
• Note ChatGPT’s feedback and corrections.
Optional Variation for Pair Work:
One student uses ChatGPT, while another observes and takes notes on the use of past tense verbs and ChatGPT’s feedback. They switch roles afterward.

4. Feedback (5–10 minutes)
• ChatGPT provides real-time corrections with explanations.
• Students record corrected sentences in a “reflection journal.”
• Instructor circulates and discusses common issues in a class debrief.

Develop Content:
Prompts to Prepare:
You can provide students with starter prompts if they get stuck. For example:
• "Tell me about your last holiday."
• "Describe a funny or interesting event from your childhood."
• "What did you do last weekend?"

Dialogue :
ChatGPT: What did you do last Saturday?
Student: I go to the park and play soccer.
ChatGPT: It looks like you used the present tense. It should be: “I went to the park and played soccer.” Great job trying! Let's keep going.
Incorporating ChatGPT’s Features:
• Interactive feedback: ChatGPT detects grammar mistakes and provides explanations.
• Personalized conversation: Students can steer the topic toward personal interests, increasing engagement.
• Scaffolding available: You can preload the AI with custom prompts to provide easier or harder questions based on student proficiency.

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The AI activities created in phase 5 - Valeria Del Toro Urbina

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The AI activities created in phase 5 - Valeria Del Toro Urbina

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1. Learning Objective
Students will be able to use the Past Simple Tense correctly in short paragraphs, identifying and correcting verb tense mistakes with the help of Grammarly.

🟦 2. Activity Structure
🟡 Introduction:
The past simple tense is used to describe actions that happened at a specific time in the past. This activity will help you identify and correct past tense verb errors using Grammarly, an AI-powered writing assistant.

🟠 Instructions:
Go to Grammarly.com and create a free account if needed.
Copy the practice paragraph (below) into the Grammarly editor.
Use Grammarly’s suggestions to correct verb errors.
Write your own 80–100 word paragraph about something you did last weekend using the past simple tense.
Use Grammarly to check and revise your paragraph.
Submit your corrected paragraph and Grammarly feedback report (screenshot or text).

🔵 Practice:
Incorrect Paragraph (to correct using Grammarly):
Last weekend I go to the park with my cousins. We plays soccer and eat sandwiches. Then we walk back home and watch movie. It was fun day.

Your Task:
Use Grammarly to correct the errors.
Write a new paragraph using at least 5 different past tense verbs (e.g., went, saw, played, watched, visited).

🟣 Feedback:
Automatic Feedback: Grammarly provides instant suggestions and explanations.
Teacher Review: Your final version will be checked by your teacher.
Peer Review (optional): Share your paragraph in the class forum and give feedback to one peer.

🟥 3. Developed Content
Regular & Irregular Verbs in Past Tense
Sentence structure with the past simple
Time expressions: yesterday, last week, ago, etc.

Level: A2–B1 (Pre-intermediate to Intermediate)

Tools/Resources:
Grammarly Editor (web or desktop version)
Optional video explanation on Past Tense
Sample correction and model paragraph

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The article suggests that the arrival of Artificial General Intelligence (AGI) will not only transform the way students learn, but will also deeply change the role of teachers. Instead of being mere transmitters of knowledge, teachers could become guides who support students through a more personalized and autonomous learning process. AGI has the potential to adapt content according to each student’s needs, pace, and learning style, which could improve equity in education and make learning more efficient.

In the specific case of English language teaching, this means that the teacher will no longer be the only language model or main source of correction. AGI tools could offer conversational practice, pronunciation analysis, and immediate feedback on language use. However, this does not mean the teacher becomes unnecessary; on the contrary, their role becomes even more important as a cultural mediator, designer of meaningful experiences, and facilitator of critical thinking in real communication contexts. The human value of the teacher remains essential, especially in developing social and emotional skills.

To adapt to this new reality, English teachers will need training not only in the technical use of these tools but also in how to integrate them ethically and pedagogically. Artificial intelligence can be a powerful ally if used wisely, but it also presents risks such as loss of privacy or overdependence on technology. Therefore, redefining the teacher’s role in the age of AI means combining technological potential with empathy, creativity, and the sense of responsibility that only a human being can bring to the educational process.