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The learning objectives and learning outcomes_phase 2

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The learning objectives and learning outcomes_phase 2

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Situation 1: Vocabulary Acquisition
• Scenario: Students need to learn new vocabulary related to food and beverages.

Learning objective: student practice identifying foods and drinks through images and drescriptions
Learning outcome: Student manage to recognize 20 foods and 20 drinks in a fiel exploration  work in the supermarket

Situation 2: Grammar Practice
• Scenario: Students are practicing the past simple tense to talk about past events.

Learning objective: Student identify and correctly use verbs in the simple past, forming short sentences
Learning outcome: Students are able to create short speeches describing events that occurred and ended in the past

Situation 3: Speaking Skills
• Scenario: Students will participate in a role-play activity to practice ordering food in a restaurant.

Learning objective: student simulate daily situations in a restaurant using clear expresions to order food
Learning outcome: students play a waiter-customer role, simulating ordering food a restaurant assuming any role.

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Mastering the simple present through writing with Kahoot!

Topic: Grammar – Present Simple

Language Skills: Writing

Objective: Students will be able to write affirmative and negative sentences and ask questions correctly using the present simple forms of regular and irregular verbs, including the third-person singular (-s/-es).

Activity structure

Introduction:

Briefly introduce the use of the simple present tense to talk about habits, routines, or general facts. Recall the "s" rule in the third person singular.

Instructions:

Explain how to use Kahoot! to practice (e.g., "In Kahoot! you will write the correct form of the verb or choose the sentence without mistakes."

Begin the class by asking students about their daily routines (e.g., "What time do you get up?", "What do you eat for breakfast?", "How do you go to school?"). Write some of their answers in the simple present tense on the board, highlighting the verbs and the "s" in the third person.

Briefly show a table with the basic rules of the simple present tense (base form for I, you, we, they; adding -s/-es for he, she, it; use of "don't" and "doesn't" for negatives; use of "do" and "does" for questions).

Examples on the Board:

-          I wake up at 7 am.

-          My brother plays video games after school. (stick out "plays")

-          They don't like coffee.

-          Does she study English every day?

Specific Instructions on Using Kahoot! for Writing

Teacher Activity:

Explain that today they will use Kahoot! to practice writing in the simple present tense.

Detail the types of questions they will encounter:

-          "Type Answer": They must write the correct form of the verb or complete a sentence.

-          "Quiz" (Multiple Choice): They must choose the sentence that is correctly written in the simple present tense.

-          "Puzzle": They must order words to form a grammatically correct sentence in the simple present tense.

Show an example of each type of question on the screen (without starting Kahoot! yet) and explain how they should answer.

Question Type Examples (On-Screen Display):

-          Type Answer: "Complete the sentence: He usually __ (watch) TV in the evening." (Expected answer: watches)

-          Quiz: "Which of these sentences is correct? a) She go to the park. b) She goes to the park. c) She going to the park." (Correct answer: b)

-          Puzzle: Order the words: "morning / I / always / coffee / drink / in / the." (Expected answer: I always drink coffee in the morning.)

Practice:

Interactive Practice with Kahoot!

Teacher Activity:

Start Kahoot! and provide the PIN to students so they can join using their devices.

Monitor students' progress and the types of mistakes they make in real time.

After each question (or after a few), take short breaks to clarify questions or reinforce a specific rule that is causing confusion.

Sample Kahoot! Questions:

1. Type Answer: "My cat __ (sleep) on the sofa all day." (Expected answer: sleeps)

2. Quiz: Choose the correct form: "They __ (play/plays) soccer on Saturdays." (Correct answer: play)

3. Puzzle: Order: "to / school / she / by / bus / goes." (Expected answer: She goes to school by bus.)

4. Type Answer: "Write the negative form: I like spicy food." (Expected answer: I don't like spicy food.)

5. Quiz: Which question is correct? a) Does he like pizza? b) Does he like pizza? c) Does he like pizza? (Correct answer: c)

6. Puzzle: Order: "never / she / late / for / is / class." (Expected answer: She is never late for class.)

7. Type Answer: "Complete: What time __ (you/get up)?" (Expected answer: do you get up)

8. Quiz: Choose the correct sentence about a routine: a) He eats breakfast at 7 am. b) He eats breakfast at 7 am. c) He eating breakfast at 7 am. (Correct answer: b)

9. Puzzle: Order: "every / we / English / study / day." (Expected answer: We study English every day.)

10. Type Answer: "Write a short sentence about something you do every day." (Here the automatic evaluation will be limited, but the teacher can review the answers later).

Feedback:

-          Kahoot! Immediate correct/incorrect feedback. Review written answers to identify error patterns.

Teacher Activity:

- Review the Kahoot! results on the screen. Identify the questions with the most errors.

- Discuss correct and incorrect answers, explaining the grammar rules involved (especially the third person singular and the formation of negatives and interrogatives).

- Ask students to share why they chose certain answers and analyze their reasoning errors.

- Answer any questions students may have about the simple present tense.

- If there were "Type Answer" questions with varied answers, select a few to discuss and correct together.

Feedback Examples:

- "I saw that many of you struggled with the question about 'he'. Remember that with 'he', 'she', and 'it', most verbs add '-s'."

- "In the question about negation, why do we use 'doesn't' with 'he' and 'she'?" (Guide students to remember the rules.)

- "I see some interesting answers in the open-ended question about routines. Let's read some and see if they are grammatically correct."

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The article "Redefining the Teacher's Role in Education through Artificial General Intelligence (AGI)" by Hacı Hasan Yolcu presents a transformative vision of the future of education, where Artificial General Intelligence (AGI) plays a central role in improving the teaching-learning process. The author highlights how AGI can revolutionize pedagogy by offering highly personalized and adaptable learning experiences, tailored to each student's individual needs. Furthermore, the author emphasizes AGI's potential to empower educators in creating more dynamic and interactive learning environments, transcending traditional methods. This transformation is not limited to instruction but extends to assessment, with AGI providing more detailed and real-time feedback, enabling more accurate monitoring of student progress and timely intervention. In this new paradigm, the teacher's role transitions from being a mere transmitter of information to becoming a facilitator, guide, and curator of learning.

In the specific context of English language teaching, the inclusion of AGI in education represents an unprecedented opportunity to redefine the role of the teacher. AGI could take over repetitive and memorization tasks, such as correcting grammar exercises or providing vocabulary, freeing the teacher to focus on more complex and creative aspects of language learning. For example, AGI could offer real-time conversation simulations, tailored to the student's level and interests, or provide precise phonetic feedback. This would allow the English teacher to focus on developing deeper communication skills, fostering cultural understanding, and guiding students in applying the language in real and meaningful contexts, beyond the mere acquisition of grammar rules or vocabulary lists. AGI could also democratize access to high-quality, personalized learning resources for English learners around the world.

Considering these implications, the English teacher of the future will need to be an expert in integrating AGI into the classroom, with the ability to design hybrid learning experiences that combine the best of human interaction with the capabilities of artificial intelligence. This involves developing skills in curating content and AI tools, interpreting AGI-generated data to optimize instruction, and promoting critical thinking and creativity in a technologically enriched environment. The focus will shift toward developing 21st-century skills, such as problem-solving, collaboration, and effective communication, which are intrinsic to language acquisition. Ultimately, the role of the English teacher will transform into that of a mentor and strategist, using AGI as a powerful tool to enhance language learning and prepare students for an increasingly interconnected and technologically advanced world.