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AI Tool: Duolingo for Schools

This activity combines Duolingo’s gamified, AI-powered platform with personalized extension tasks and feedback opportunities, making grammar practice engaging, interactive, and effective for students at the A2-B1 level.

Skill: Grammar - Past Tense Verbs

Objective: Students will be able to recognize and correctly use regular and irregular past tense verbs in sentences.

Activity Structure

Introduction: Today, we will learn how to use past tense verbs in English. Past tense verbs help us talk about actions that happened in the past. There are two types: regular (e.g., walked, played) and irregular (e.g., went, ate).

We'll use Duolingo, which gives us short, interactive exercises with immediate feedback.

Instructions for Students

- Log into Duolingo and join our classroom with the code: `XXXXXX`.

- Select the Past Tense skill assigned to you.

- Complete the lessons and activities under this topic.

- Pay attention to the tips Duolingo gives before each lesson.

- After completing the exercises, take a screenshot of your final score and upload it to the class platform.

Practice: Duolingo Modules to Complete

Past Tense 1 (focus on regular verbs)

Past Tense 2 (focus on irregular verbs)

Students will engage with:

Gap-fill exercises

Sentence rearrangement tasks

Listening and pronunciation checks

AI-generated feedback will help students identify their mistakes in real-time.

Feedback

Automatic Feedback: Duolingo highlights errors immediately and provides correct answers and explanations.

Peer Review (Optional): In pairs, students share two sentences they created using new past tense verbs and correct each other.

Instructor Feedback: Based on Duolingo progress reports, the teacher will follow up with personalized advice or reinforcement exercises for students who struggled.

Developed Content

Prompts/Exercises Outside Duolingo

Prompt:

"Write a short paragraph (4-5 sentences) about what you did last weekend. Use at least five past tense verbs.

Example Output from a Student:

"Last weekend, I went to the park with my friends. We played soccer and ate ice cream. Later, I watched a movie at home. I enjoyed the day a lot."

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Unit Component

Title

Get your students interested by using a catchy title.

Exploring cultures: People around the world.

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”– predicting-  summarizing – graphic organizaer

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: Cultures and traditions

Grammar: Present simple, question forms

Vocabulary: Countries, nationalities, hobbies.

Reading: Articles about different cultures.

Listening: Interviews whit people from various countries.

Writing: Short paragraphs about personal cultures

Speaking: Role-playing games introducing themselves

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 (1 hour each), 1 month (1 session per week)

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 introduce themselves and discuss cultural differences using present simple tense and relevant vocabulary.

Lesson objectives: What skills students are working?

Lesson objective 1: Students will learn vocabulary related to countries and nationalities.

Lesson objective 2: Students will practice asking and answering questions using present simple.

Lesson objective 3: Students will read and summarize short texts about cultural traditions.

Lesson objective 4: Students will role play introductions and discuss cultural differences.

Course Learning Outcomes

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: Students will communicate basic information about themselves and others, demonstrating cultural awareness.

Lesson learning outcome: Reflect on how learning

Lesson objective 1: Students will correctly use vocabulary related to nationalities.

Lesson objective 2: Students will form grammatically correct questions and answers.

Lesson objective 3: Students will identify key details in cultural texts.

Lesson objective 4: Students will engage in a conversation about cultural differences.

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 matching quiz: Include a continuum of assessments

·    Pair interviews: So, you can monitor progress check.

·    Group discussion summaries: For understating, and determine.

·    Role play performances: Mastery of skills and concepts.

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

For this unit, we will use a communicative approach focused on real and significant interaction, adapted to young people (17-19 years old) with a basic level of English (A2). The goal is to help students overcome their fear of speaking and using English in a practical way, with dynamic activities relevant to their interests.

1. Interactive Activities (pair/group work)

Examples:

Cultural Exchange: In pairs, students interview a partner about their family traditions using pre-practiced questions (What do you eat on vacation?). They then present their answers to the group.

Rationale: Develops confidence and fluency in an informal environment, similar to real-life situations they might face (travel, cultural exchanges).

2. Immediate feedback and peer learning Techniques:

Quick correction: During oral activities, the teacher writes down common errors on the board (without naming the students) and corrects them as a group.

Self-assessment: At the end of each session, students mark their comfort level with speaking/writing on a chart

Reason: Reduces anxiety about mistakes and promotes a collaborative environment.

Key Resources

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

1.      Short videos: Like ¨A day in the life¨ videos featuring people indifferent countries.

2.      Authentic audio clips: Songs or podcasts whit everyday dialogue.

3.      Interactive apps: Kahoot, for vocabulary quizzes or mentimenter for sharing opinions about cultures.

Students’ context

Describe the student’s English level (MCE)

Age range

Grade

Learner’s needs

English level: A2 (Basic)

Age ranger: 17-19 years

Grade: 10th and 11th grade

Learner’s needs: Practical communication skills, cultural exposure

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Topic: Daily Routines

Objective: Students will have the ability to talk about their everyday routines by applying the simple present tense and time related phrases.

Students level: A1

Target skill:  speaking and writing

Target vocabulary: daily activities, for example; brush teeth, have lunch, go home.

Time indicators; such as at 8:00, at night

Students Age: 10-12 years old

Target grammar: Simple present tense affirmative

Warm-up activity:

Activity name: Guess my daily routine

Objetive: Spark student interest and introduce the theme of daily schedules.

Description:

1.      Display flashcards: featuring common daily activities.

2.      Prompt students: To guess both the action and the typical time it occurs.

3.      Encourage interaction: by having students responded by raising hands or shouting out guesses.

Material:

·         Flashcards with daily routine actions and a clock.

Main activities

Activity 1: Pre-Activity: Getting started whit grammar and vocabulary

Objective: Help students get familiar whit the simple present tense and common time expressions

Description:

1.      Write a few sample sentences on the board, such as ¨I wake up at 7:00 Am¨

2.      Go over the basic structure of the simple present tense and explain how time expressions are used with it.

3.      Give students a handout that includes a list of daily routine verbs and useful time expressions for them to refer to during the lesson.

Activity 2: During activity: Pair work practice

Objective: Use the target grammar and vocabulary in a practical and interactive way.

Description:

1.      Students work whit a partner to put together a daily routine schedule using the vocabulary and grammar they have learned.

2.      They write sentences like ¨I wake up at 8:00¨ and then share them whit partner.

3.      Encourage them to ask each other follow up questions about their routines, such as ¨what time do you go to home¨.

Activity 3: Post-Activity – Class Sharing

Objective: Reinforce speaking skills and build confidence.

Description:

1.      Each pair shares their daily routine with the class.

2.      The teacher provides feedback and corrects any errors in grammar or pronunciation.

3.      Encourage the rest of the class to listen and ask questions.

Material:

·         Whiteboard and makers for writing, student handout featuring daily actions and time vocabulary.

·         Pair work handouts with a table for students to fill in their daily routines.

·         None (students use their completed pair work handouts).

Practice or Assessment

Activity Name: Worksheet Completion

Objective: Assess students' understanding of the target grammar and vocabulary.

Description:

1.      Students complete a worksheet where they fill in the blanks with the correct verb and time expression (e.g., "I ___ at 7:00" – answer: wake up).

2.      They also match verbs to the correct time expressions (e.g., "wake up" → "at 7:00").

3.      Collect the worksheets to evaluate individual progress.

Material: Worksheets with fill-in-the-blank exercises and a matching activity.

Closure

Activity Name: Review and Q&A

Objective: To summarize the lesson and assess the learning outcomes.

Description:

·         Lesson summary: simple present, everyday verbs and time expressions

·         Students share something they have learned or found interesting.

·         Conduct a brief Q&A session to address any remaining concerns or questions.

Material: Whiteboard and markers.

Homework/Follow-up Activity

Activity Name: Write About Your Day

Objective: Reinforce the lesson content through writing.

Description:

·         Students should write a paragraph describing their daily routine using verbs and time expressions discussed in class.

·         Example: "I wake up at 7:00. I eat breakfast at 7:30. I go to school at 8:00..."

·         Collect the paragraphs for review in the next class.

Material: None (students write in their notebooks).

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The presentations of the experts in phase 2

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Karen Estefania Baez Forero: https://youtu.be/06v29GH6sC8

Eimy Gisell Hernández Uribe: https://youtu.be/1DKlShKdleo?si=U3Z8nwIkG-NHgTxL

Julian Leonardo Lara Hernandez:

https://youtube.com/shorts/gMf2rNAVCmU?si=2k4FZAsF6NotCuU2

Joan Manuel Quevedo Florez: https://youtu.be/0N1vaPSXEGI

Luz Angela Gutierrez Bonett:

https://drive.google.com/file/d/1DfHaEfePAp3x9h8pp-0vjuDp55hxJARR/view?usp=drivesdk

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This article explores and explains how artificial general intelligence (AGI) is transforming the role of the English teacher in education. It also investigates how Artificial General Intelligence (AGI) is a potential tool for transforming the role of teachers in education. It defines the cognitive capacity of humans in various tasks, enabling potential to improve pedagogy, enable personalized learning, and transform assessment methodologies.

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