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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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Topic:

Using the present simple and continuous in English.

Objective:

Students will be able to correctly use the present simple and continuous in English to describe present actions and states.

Student’s level: (MCRE)

Intermediate

Target skill:

Grammar, vocabulary and pronunciation.

Target vocabulary:

Words related to present actions and states.

Student’s age: Not specified.

Target gramar:

Present simple and continuous.

Warm-up activity:

A brief activity to engage students and introduce the lesson topic

Vocabulary:

"Picture Match": Show pictures of different actions and ask students to match them with the correct words in English.

"Word Chain": Write a word on the board. Students must say a word that is related to the first word. For example, "run" - "fast" - "car" - "drive" - "road", etc.

Pronunciation:

"Repeat After Me": Repeat words and phrases that contain the present simple and continuous, focusing on the correct pronunciation of the sounds.

"Tongue Twisters": Practice English tongue twisters that include the present simple and continuous.

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Situation 1: Vocabulary Acquisition

Scenario: Students need to learn new vocabulary related to food and beverages.

Learning Objective: By the end of this lesson, students will be able to identify, pronounce, and use at least 15 food and beverage-related words in sentences with 80% accuracy.

Learning Outcome: By the end of the lesson, students will have correctly named, written, and used at least 15 food and beverage-related words in exercises with 80% accuracy, both in writing and orally.

Situation 2: Grammar Practice

Scenario: Students are practicing the simple past tense to talk about past events.

Learning Objective: By the end of the lesson, students will be able to correctly use the simple past tense in 8 out of 10 sentences describing past events.

Learning Outcome: Students will improve their understanding and use of the simple past tense in spoken and written English. Scenario 3: Speaking Skills

Scenario: Students will participate in a role-play activity to practice ordering food in a restaurant.

Learning Objective: Students will learn how to order food in restaurants.

Learning Outcomes: Students will be able to identify, through role-playing, who the waiter, customer, and cook are in a restaurant. Students will be able to translate "food" and modal phrases. Students will practice long sentences, asking what they want to eat. Students will gain confidence in expressing themselves to others.

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https://www.canva.com/design/DAGkEKkvJPk/n1-Kp72ZpDVRVaUmitjGcw/edit?utm_content=DAGkEKkvJPk&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

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https://create.kahoot.it/share/true-or-false-reading-activity/2347b18c-cb1d-4fbf-a329-e90760957ca0

The Case of the Missing Sandwich"

One Monday morning, Mr. Green arrived at work very hungry. He had made a delicious sandwich the night before: turkey, lettuce, tomato, and cheese. He left it in the office fridge with a note: “Mr. Green’s Lunch – Do Not Touch!”

At 12:30, he walked to the kitchen, ready to enjoy his sandwich. But when he opened the fridge, it was gone!

Mr. Green was very upset. He looked around and saw three coworkers nearby: Sarah, who was eating a salad; John, who had a big smile on his face; and Emma, who was reading a book with crumbs on her shirt.

“Did any of you see my sandwich?” Mr. Green asked.

“No,” said Sarah. “I only eat salad on Mondays.”

“I brought lunch from home,” said John, laughing.

Emma looked surprised. “Sandwich? Oh… I didn’t see anything,” she said quickly.

Mr. Green thought for a moment. Then, he smiled. He had an idea who took it.

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True or False – Reading Activity - Details - Kahoot!

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Create interactive quizzes, polls, presentations, and more to engage your audience.

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Reflecting on Yolcu's ideas, the role of English teachers in the era of IAG should evolve from traditional transmitters of knowledge to facilitators of critical thinking and ethical reasoning. While IAG can provide students with instant feedback on grammar and vocabulary, it lacks the human touch necessary to foster a nuanced appreciation of language and cultural context.

English teachers can leverage IAG to manage routine tasks, thereby devoting more time to guiding students in developing interpretive skills, engaging in meaningful discussions, and cultivating a deeper understanding of literature and linguistic nuances.

English educators must act as ethical managers in the classroom, ensuring that students use IAG responsibly and understand its limitations. By integrating IAG thoughtfully, teachers can create a balanced learning environment that combines technological efficiency with human empathy and judgment. This synergy can generate a more enriching educational experience, preparing students to navigate a world where collaboration between humans and AI is increasingly common.

Furthermore, the role of English teachers must include critical digital literacy for students, helping them develop skills to evaluate information generated by generative artificial intelligence (GAI). This involves teaching students to identify potential errors, biases, or oversimplifications in the responses produced by these tools, thus fostering an analytical and reflective attitude. By becoming mediators between automated knowledge and human understanding, teachers not only enhance language learning but also prepare students to be informed and responsible citizens in a complex and constantly evolving digital environment.