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In this phase of the course, each member selected an artificial intelligence tool and created a resource so that students could improve their English skills.

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Melisa Pestana Silgado.

Learning activity: Learning English with Grammarly AI Tool.

Learning Objective:

Students will be able to máster verbal structures such as the verb “to be”, personal and possessive pronouns, using the Grammarly writing assistant that ensures that everything written in English is clear, effective, and free of grammatical and spelling errors.

Language Skill: Writing

Students will be able to: improve their grammar and spelling, they will be able to write their work in English on the platform, and Grammarly will automatically review the document, looking for spelling and grammar errors, suggesting corrections and detailed explanations, helping students understand and learn from their mistakes.

ACTIVITY STRUCTURE.

Introduction:

In teaching the English language, writing is essential, which is why Grammarly focuses on improving writing in a precise, clear, compelling, and easy-to-read way, detecting and correcting grammar, spelling, punctuation, and vocabulary errors. Writing is an important part of the communication process not only as a means of communication but also as a source of power, a social necessity, and a way to gain knowledge and solve problems.

Instructions:

1. Download: To download Grammarly, you can go to grammarly.com/native/ and follow the instructions that appear.

Log in: To use Grammarly on a new device, log in to your account at app.grammarly.com.

Check installation: To check if Grammarly is installed on your browser, look for the G icon.

Detect errors: Grammarly highlights in red the words or phrases that it detects as possible errors.

2. Using Grammarly: Instruct students to find a quiet place so they can concentrate when using Grammarly.

Comparing writing: Instruct students to compare their writing with that of others to check and detail spelling and grammatical errors.

Practice:

1. Students will be able to write a text or sentences from their daily lives.

2. Students will be required to use the verb to be in the text or sentences.

3. After writing the text, Grammarly shows them any spelling and grammatical errors they have, giving them options to correct them.

Feedback:

Automatic feedback: Students will receive corrections instantly, as Grammarly offers real-time suggestions as they write. This means that we don't have to wait to finish a text to receive feedback. By receiving instant corrections, you can learn new grammar rules and improve your skills as you go. This interactive approach makes the learning process more effective and less frustrating.

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POSTERS.

Melisa Pestana :

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In this phase we design a lesson plan with a specific topic, taking into account the age and knowledge of the students.

Title

Get your students interested by using a catchy title.

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 organizer.

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.

Language Explorers: Journey through Grammar and Communication.

Theme: Connecting Cultures Through Language

This unit will focus on how language connects people and cultures, exploring various forms of communication while reinforcing essential grammar and vocabulary skills.

Grammar: Exploring Cultural Traditions Through Language

Vocabulary: Interests, customs, traditions to communicate, speak and interact between population groups, strengthening the various skill of the English language in different verb tenses taking into account the grammatical rules.

Reading: Improve the reading skills about cultural and personal expression

Listening: listening skills practice on cultural language communication

Writing: Writing as a form of cultural expression

Speaking: strengthening oral practice on cultural communication, including personal interests.

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.

Time

Duration: 4 Weeks (4 sessions per week, 1.5 hours each) Total Hours: 24 hours.

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: (it must be focus on the communicative approach)

Lesson objectives: (create one objective per each session included in the unit component)

Lesson objective 1: Students will be able to use the present simple and present continuous tenses to describe cultural practices and daily routines.

Lesson objective 2: Summarize reading passages about cultures and traditions.

Lesson objective 3: Write short descriptive texts and letters.

Lesson objective 4: Engage in role-playing exercises to practice real-life communication.

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:

The learning outcomes for this unit connect to overall course objectives:

- Communication Skills: Students will enhance their ability to communicate effectively in English across different contexts.

- Cultural Awareness: Students will develop an understanding of diverse cultures and practices, fostering empathy and global citizenship.

-Language Proficiency: Students will improve their grammar and vocabulary, leading to greater fluency and accuracy in English.

Lesson learning outcome: (create one objective per each session included in the unit component)

Lesson objective 1:

Summary:Recap the lesson by highlighting the differences between the present simple and present continuous tenses. Ask a few students to share their paragraphs to reinforce the lesson.

Key Points Review:

“We use the present simple for routines and facts, and the present continuous for actions happening now.”

Lesson objective 2:

Create reading skills, taking into account intonation and pronunciation when speaking, taking into account the main topic and the resources implemented for active practice in the classroom.

Key Points Review:

“Use the past simple to indicate actions that have already been taken and vary depending on each person's personal preference.”

Lesson objective 3:

Practice grammatical structures in intercultural contexts.

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

Formative Assessments

- Listening Comprehension Quizzes: Weekly quizzes based on listening activities.

- Reading Summaries: Students will submit summaries of reading assignments.

- Writing Samples: Evaluate short letters and forms for grammar and clarity.

-Speaking Assessments: Record role-play dialogues and provide peer feedback.

- Graphic Organizers: Assess the use of graphic organizers for reading comprehension.

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

- Interactive Learning: Engage students through group activities, role plays, and discussions.

- Scaffolding: Introduce concepts gradually, beginning with simple structures and progressing to more complex grammar.

- Differentiation: Adapt activities to meet the varying proficiency levels within the classroom.

Key Resources

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

- Textbooks: Use of English language learning textbooks that focus on grammar and vocabulary.

- Online Platforms: Websites like Duolingo and Quizlet for additional practice and reinforcement

- Cultural Videos: Use videos showcasing different cultures to enhance listening and comprehension skills.

- Graphic Organizers: Templates for summarizing readings and organizing thoughts.

Students’ context

Describe the student’s English level (MCE)

Age range

Grade

Learner’s needs

- English Level: Intermediate (MCE: B1-B2)

- Age Range: 12-16 years

- Grade: 7-11

- Learners’ Needs:

- Improve speaking and listening skills.

- Build confidence in using English in real-life contexts.

- Enhance understanding of grammar in a practical way.

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Learning Activity: Improving English Writing with ChatGPT

Learning objective:

Students will be able to write a coherent paragraph in english, correctly using appropriate grammar and vocabulary, and showing effective use of sentence structure.

Specific linguistic skill: Writing.

Introduction:

Writing in English is key to effective communication. This activity will help you practice

and hone your writing skills using ChatGPT for examples, tips, and feedback.

Instructions:

1. Outline Generation: ChatGPT can help you structure your paragraph. To start, use this

prompt: “I would like to write a paragraph about the importance of learning English. Can

you give me an outline with introduction, development and conclusion?”

ChatGPT response example:

1. Introduction: English is one of the most spoken languages in the world and is essential

for global communication.

2. Development: Learning English can open doors to better job opportunities, facilitate

access to a greater number of educational resources and allow broader communication with

people from different cultures.

3. Conclusion: For these reasons, investing time in learning English is a decision that

improves both your professional and personal life.

2. Paragraph writing: Based on the outline provided, write a paragraph of 100-150

words. Here is an example paragraph you can use as a guide:

"English is one of the most spoken languages in the world and is essential for global communication. Learning English can open doors to better job opportunities, since many

multinational companies require employees who speak English. In addition, it facilitates access to a greater amount of educational resources, such as online courses, academic

research and specialized literature. It also allows for broader communication with people from different cultures, promoting intercultural understanding. For these reasons, investing time in learning English is a decision that improves both. professional and personal life, providing people more tools to grow and develop in an interconnected world."

3. Writing Review: Ask ChatGPT to review your paragraph and provide you with feedback to improve it. Use this prompt: "Check my paragraph and tell me if there are any

grammatical or vocabulary errors, and suggest how to improve coherence and flow."

Sample response from ChatGPT: "Your paragraph is very well written. However, you could improve the transition between ideas by using linking phrases like 'in addition' or 'on the other hand'. You could also make small grammatical corrections such as changing 'can open doors' to 'can open many doors.' Coherence is good, but you could add a transition sentence to link the development to the conclusion more smoothly."

4. Tweaks and improvements: Make the suggested changes and resubmit your paragraph to ChatGPT for a final review.

Example of complete activity:

Step 1: ChatGPT Outline "I would like to write a paragraph about 'the importance of learning English'. Can you give me an outline with introduction, middle and conclusion?"

Step 2: Paragraph based on the outline "English is one of the most spoken languages in the world and is essential for global communication. Learning English can open doors to better job opportunities, as many multinational companies require employees who speak English In addition, it facilitates access to a greater number of educational resources, such as online courses, academic research and specialized literature. It also allows broader communication

with people from different cultures, promoting intercultural understanding. For these reasons, invest time in learning. English is a decision that improves both professional and

personal life, giving people more tools to grow and develop in an interconnected world."

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Learning Activity: Reinforce reading skills through interactive games using Kahoot.

Learning objectives:

• Enhance students' reading skills through the use of innovation methods and technological tools.

• To implement the use of technological resources in order to increase students motivation in reading practice.

• Increase oral practice, through the implementation of educational activities supported by technological resources that directly influence the constant practice of the English language and the correct grammatical application in daily life situations

Language skill: Reading

Results:

At the end of the activity, students will be able to express themselves confidently, strengthening their oral skills when reading and speaking in English. They will also enrich their vocabulary with the linguistic practice of statements, phrases and the grammatical correction of messages and general information. On the other hand, by achieving the objectives of the interactive game, they will feel motivated and curious to continue learning and improving their linguistic skills.

Introduction

Strengthening reading skills is essential for linguistic enrichment and fluency when expressing oneself in English, at the same time, when learning a foreign language, it is important to focus on interesting topics and methods that attract the students' attention, being able to implement educational activities that strengthen the learners' language skills, reinforcing their knowledge in a pedagogical and entertaining way.

Likewise, it is important to keep in mind that the resources used play a fundamental role in obtaining learning, as do the methods used in the classroom. Teachers, as providers of learning, must also evaluate and support their skills through authentic and didactic creations that meet the final purposes.

Instructions:

Students will join the link shared by the teacher and enter the Kahoot resource website, in this way they will begin to play by completing steps where the student must:

•  Read aloud and identify grammatical errors in the texts and presentations (multiple choice).

• Select the correct answer according to the question criteria.

• ​​Identify the valid elements for each sentence.

Practice:

• Students will read in detail topics from daily life and personal issues of authors and main ideas of the texts, being able to identify the correct options of what is asked, practicing their reading and comprehension skills.

• Students will select the correct answer synchronously, demonstrating their ability to understand and master the language.

• Students will understand erroneous messages or statements through reading practice, being able to locate a correct grammatical option and that will help them advance in the grammatical game.

Feedback

At the end of the game, students will receive an overall score on their performance in the activity, and will also receive feedback on the correct options for each step if they did not know them when marking the options.

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Activity: Interactive Conversation Practice Using ChatGPT

Learning Objective:
• Language Skill: Speaking
• Topic: Everyday Conversations (Ordering Food)
• Objective: Students will be able to engage in a conversation to order food at a restaurant, using appropriate vocabulary and grammar structures.
Activity Structure:

Introduction:
Begin the lesson by discussing the importance of conversational skills in everyday situations, specifically in ordering food. Highlight the vocabulary and phrases commonly used in restaurant settings, such as greetings, menu items, and polite requests.

Instructions:
1. Set Up ChatGPT:
• Instruct students to access ChatGPT via a computer or mobile device.
• Explain that they will use ChatGPT to simulate a conversation as if they were ordering food in a restaurant.

2. Choose a Restaurant Type:
• Ask students to select a type of restaurant (e.g., Italian, Mexican, fast food, etc.) to create a context for their conversation.
• They can discuss what type of food they like or have tried before to generate interest.

3. Initiate the Conversation:
• Students will start the conversation by typing a greeting to ChatGPT, such as "Hello! I would like to order some food."
• Encourage them to ask questions about the menu, such as "What do you recommend?" or "Can you tell me about today's specials?"

4. Practice Turns:
• Remind students to keep the conversation flowing by responding to ChatGPT's prompts. They should focus on using polite language and asking follow-up questions.
• Encourage them to practice using different sentence structures, like questions and requests.

5. Conclude the Conversation:
• After a few exchanges, students should wrap up the conversation by placing their order and saying something like, "Thank you! I look forward to my meal!"

Practice:
Role-Playing: Students will practice the conversation by typing their responses in real-time. They can use specific prompts provided by the instructor to guide their interaction:
• "What toppings do you have for the pizza?"
• Can I get a glass of water, please?"

Feedback:
• Automatic Feedback: After the conversation, ChatGPT can provide feedback on vocabulary usage and grammar. Students can ask ChatGPT questions like, "Did I use the correct tense?" or "How can I phrase my request more politely?"
• Peer Review: Pair students to share their conversation transcripts. They will provide feedback on clarity, fluency, and appropriateness of responses.
• Instructor Feedback: The instructor will review selected conversations and provide personalized feedback, highlighting strengths and areas for improvement.

Develop Content
1. Prompt Examples for Simulated Conversations:

• Greeting: "Hi! I would like to see the menu, please.
• Menu Inquiry: "What are your most popular dishes?"
• Placing an Order:"I would like a pepperoni pizza and a salad, please."

2. Multimedia Elements
• Create a visual guide that outlines common phrases used in ordering food.
• Include images of typical menu items to stimulate discussion and vocabulary recall.

3. Using AI Features
• Encourage students to utilize ChatGPT's ability to generate varied responses. They can ask ChatGPT to repeat or rephrase something if they don’t understand.
• Students can request ChatGPT to provide corrections or suggestions during the conversation by typing, "Can you help me make my request more polite?"

Conclusion
This interactive activity using ChatGPT allows students to practice speaking in a real-life context. By simulating a restaurant conversation, students can improve their fluency, gain confidence in their language abilities, and receive instant feedback, thereby enhancing their overall learning experience. This approach not only makes learning engaging but also prepares students for actual conversations in English-speaking environments.

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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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In this step, each member of the group becomes an expert in a specific area. Next, each of the presentations made.

Cielo Lopez Estrada:

https://www.canva.com/design/DAGVwFo8GQk/a4oaGAO_DdF4OaChL6D3eg/edit?utm_content=DAGVwFo8GQk&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Melisa Pestana Silgado:

https://www.canva.com/design/DAGVoJuZrX4/4JaK3Q6kksLleZPvoI9Mvg/edit?utm_content=DAGVoJuZrX4&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Ketty Urzola Vertel:

https://www.canva.com/design/DAGVj0SoQGQ/ZBrFH4q5U2NwzLtHzVk6oQ/edit?utm_content=DAGVj0SoQGQ&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Natalya Ayala Barrios:

https://www.canva.com/design/DAGUljfHTig/7bXs1-tlOvVCyumL-qHyjw/edit?utm_content=DAGUljfHTig&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

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Below is the lesson plan that we carried out in phase 2.

Topic: Ordering Food in a Restaurant.

Objective:

1. Students will be able to use vocabulary related to food and drinks to place an order at a restaurant.

2. Students will practice their conversation skills through role-playing.

Student’s level: (MCRE) Basic

Target skill: Oral expression

Target vocabulary: Objective Vocabulary for Ordering in a Restaurant

Student’s age: 12 years old

Target gramar: -

Question Structure: How to formulate questions relevant to the context.

- Use of the Present Simple: To express habitual habits or actions.

- Use of the Simple Past: To describe past experiences. - Short Phrases to Make Orders: Simple structures such as "I would like..." and "I am going to order...".

- Use of Adjectives: To enrich the descriptions of foods.

Target vocabulary: Objective Vocabulary for Ordering in a Restaurant

Meals:

- Appetizer, Main course, Dessert, Salad, Soup, Pasta, Meat, Fish, Vegetarian

Drinks: Water, Soda, Beer, Wine, Juice Useful Phrases for Placing Orders:

- ¿Can you bring me the menu, please?

- What do you recommend? - The bill, please. Descriptive Adjectives: - Delicious, Spicy, Sweet, Salty, Fresh

Warm-up activity:

- Activity: "What did you eat yesterday?"

- Each student will briefly share what they ate the previous day, using the past simple. This activates prior knowledge about food and allows you to practice tense.

- They can be asked to mention at least one dish and one drink, to introduce related vocabulary.

Material: (mandatory)

- Bookmarks.

- Blackboard or whiteboard (optional).

Main activities.

1. Introduction to Vocabulary:

- Activity: Present the new vocabulary using the cards. Ask students if they know any of the dishes and drinks presented.

- Brainstorm other foods they like, encouraging participation.

2. Dialogue Practice:

- Materials: Simple scripts with model dialogues (customer and waiter).

- Activity: In pairs, students will read the model dialogue and then modify it, adding their own dish choices and questions about the menu.

- Rotate pairs so that everyone practices with different partners.

Integration and Progression:

- Role Play: "Fictional Restaurant" - Divide the students into small groups (4- 5 people) where some will be the customers and others the waiters.

- Each group must create their own simple menu with at least five food options and two drinks.

- Afterwards, they will carry out the role play where customers will make orders to the waiters using the vocabulary learned and questions about the menu.

Material: (mandatory)

Cards with images of different dishes and drinks.

-Simple scripts with model dialogues (customer and waiter).

Practice or Assessment

- During the role

-play, observe the students and take notes on their vocabulary use, fluency, and grammatical correctness.

- At the end of the exercise, conduct brief group feedback where each student shares something they learned or a difficulty they had.

Material: (mandatory)

- Bookmarks.

- Blackboard or whiteboard (optional)

Closure

- Gather all students for a final reflection. Ask:

- What was the easiest/difficult thing when placing your order? - What new words did you learn today?

Material: (mandatory) Stopwatch or Clock:

To manage discussion time and ensure that everyone has a chance to participate.

Homework/Follow-up Activity Simulate an Order:

Write a dialogue in which you place an order at the restaurant. Includes: You’re greeting to the waiter/waitress. Your order (minimum two dishes and one drink). Questions you can ask about the menu (for example, “What is the most popular dish?”). A farewell to the waiter/waitress.