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Presentation phase 2

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Copia de Presentación oficios y profesiones ilustrado colorido

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Situation 1: Vocabulary Acquisition

Learning Goal: By the end of the lesson, students will be able to identify and correctly use at least 15 new words related to food and drink in contextualized sentences.

Learning Outcome: Students successfully completed a picture-word matching activity and used at least 12 of the words learned in a guided conversation.

Situation 2: Grammar practice

Learning Objective: At the end of the lesson, students will be able to form affirmative, negative and interrogative sentences in the past simple with 80% accuracy.

Learning Outcome: Students wrote five sentences about past events and participated in an oral activity in which they described personal experiences using the past simple correctly.

Situation 3: Speaking Skills

Learning objective: After the lesson, students will be able to place an order in a restaurant using appropriate structures and vocabulary with fluency and clarity.

Learning Outcome: Students participated in a role-play where they acted out the interaction between a customer and a waiter, demonstrating fluency and correct use of functional expressions in at least 80% of the conversation.

Lesson plan along with its material designed.

Topic: Acquisition of vocabulary about fruits and drinks. 5

Level: A2 (Basic)

Duration: 45 minutes

Approach: Communicative

Materials: Images, vocabulary cards, role-play, worksheet, whiteboard, markers, audio recorder or mobile device with audio player.

Learning Objective

By the end of the lesson, students will be able to identify and correctly use at least 15 new words related to food and beverages in contextualized sentences.

Learning Outcomes

Students will successfully complete a picture-word matching activity and use at least 12 of the words learned in a guided conversation.

Lesson planning

Start (10 minutes)

Picture and word association game: Teacher shows pictures of different foods and drinks while students try to say their names in English.

Brief discussion: “What is your favorite fruit or drink?” Students respond in English using vocabulary they already know.

Practice (20 minutes)

Word sorting (5 minutes): 6

● Students work in groups of three or four.

● They receive cards with names of foods and beverages.

● They must sort the words into categories such as fruits, vegetables, drinks, meats, etc.

● Teacher supervises and offers corrections if necessary.

Question and answer game (5 minutes):

● Cards with food and beverage words are handed out.

● Each student must formulate a sentence with the word on his or her card.

● Then, another student should respond with a related sentence or question, encouraging interaction.

Example: “I like apples.” - “Do you eat apples every day?”

Role-play in a restaurant (10 minutes):

● Students are divided into groups of three or four.

● They are assigned roles of waiter and customers.

● They use a printed menu with names of foods and drinks.

● They practice placing orders in English following a basic script and then improvising.

Assessment (10 minutes)

Matching Game:

Students match cards with pictures of foods and cards with their names in English. They must match them correctly in a set amount of time. 7

Students complete an oral activity in which they must name 5 fruits and 5 drinks.

Closing (5 minutes)

Group reflection: What was the most interesting new word you learned today?

Quick self-assessment: Students rate their confidence level in using the new vocabulary from 1 to 5.

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Phase 3- Educational and Pedagogical Practice

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Phase 5

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Reading the article Yolcu (2023) led me to rethink what should really be the role of the teacher, especially in the teaching of English as a foreign language. With the advance of artificial intelligence, the teacher is no longer the only source of knowledge, but a mediator between the student and the new technologies. This does not mean that the role of the educator loses value; on the contrary, it is transformed and becomes more human: to guide, to accompany, to generate critical and emotional thinking in an automated world.

Instead of fearing AI tools, English teachers must adapt and strategically integrate them into the educational process. These technologies allow us to offer more personalized practice, encourage student autonomy and bring language learning closer to real and meaningful contexts. However, it is the teacher who has the responsibility to guide the conscious use of these tools, avoiding dependence on them and promoting reflection on their proper use.

To conclude, the teaching role is no longer limited to teaching grammatical content or vocabulary. Today more than ever, we are designers of learning experiences, facilitators of autonomous thinking and cultivators of soft skills. Artificial intelligence should not replace us, but it does require us to renew ourselves, evolve, update ourselves and be in constant change and adaptation. Let us remember that technological advances make our lives easier as they are a useful tool that allows us to expand our capacity for teaching and learning.