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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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Reading expert: https://www.canva.com/design/DAGkhlycMpQ/35oWg71R2M9LmoWl3apDQw/edit?utm_cont ent=DAGkhlycMpQ&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutt

on

Listening expert: https://www.canva.com/design/DAGkdATKxss/czLN2FMyG5j_vUArmwzKmg/edit?utm_conte nt=DAGkdATKxss&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutto

n

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

Speaking expert: Speaking presentation .pptx

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Lesson plan created in Phase 2, focused on a specific English topic, with practical and interactive activities.

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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Collaborative teaching unit focused on a specific topic, structured with several sessions, learning objectives, materials, activities, and assessment criteria.

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”– 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: 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.

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.

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Individually designed activities for each student using AI tools (such as ChatGPT, Quizlet, Grammarly, etc.) to teach specific aspects of the English language.

i share that my selected AI tool is Grammarly

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 explores how Artificial General Intelligence (AGI) is reshaping the educational landscape by enhancing personalization, tracking student performance, and supporting educational processes. Yolcu emphasizes that AGI has the potential to transform classrooms into adaptive learning environments that respond to each student’s individual needs. However, the author also warns of critical challenges, such as ethical concerns, data privacy, algorithmic bias, and the need for equitable access to technology. These issues highlight that while AGI can improve education, it must be integrated responsibly and thoughtfully.

In light of these developments, the role of English teachers must evolve. Teachers should not fear being replaced by AI, but rather see it as a tool to enhance their impact. By automating administrative tasks and providing personalized feedback, AGI allows teachers to focus on what truly matters: fostering creativity, emotional intelligence, collaboration, and communication in their students. In the English classroom, for example, AGI could support language practice and assessment, while the teacher facilitates meaningful discussions, cultural understanding, and critical thinking.

To succeed in this new educational paradigm, English teachers must develop digital and ethical literacy. They should guide students in using AI tools responsibly, understanding data privacy, and recognizing algorithmic biases. Teachers become not just facilitators of language learning but also mentors who help students navigate a technology-rich world. The future of education will rely on a hybrid intelligence model, where the strengths of human empathy and creativity are complemented by the analytical power of AGI, leading to more inclusive and effective teaching practices.