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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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Situation 1. Vocabulary acquisition

Objective: To practice and know new vocabulary about food and beverages by playing dynamic games for their study.

Outcome: The students will be to identify and correctly use vocabulary related to food and beverages in everyday contexts.

Situation 2. Grammar practice

Objective: Analyze and develop grammatical activities referring to the past tense and grammatical structure using the help of different activities for study.

Outcome. The simple past tense can be used correctly to describe past events and situations made in the past.

Situation 3. Speaking skills

Objective: Learn how to order food in a restaurant effectively and respectfully

Outcome: Identify food-related vocabulary and correct expressions for ordering

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Topic: Superlatives and comparatives

Objective:Students will be able to use superlatives and comparatives correctly in English to describe people, places, and things.

cccStudent’s level: (MCRE)  B1

Target skill: Correct use of superlatives and comparatives in writing and conversation contexts.

Target vocabulary:

Common words and expressions used with superlatives and comparatives, such as "the biggest", "the most interesting", "better than", etc.

Student’s age: 12-14 years

Target grammar:Correct use of superlatives and comparatives, including:

- Superlative forms

- Comparative forms

- Use of "the" with superlatives

- Use of "than" with comparatives

Warm-up activity:

We will begin with a general explanation of the topic, superlatives and comparatives in English and then carry out short activities to familiarize students with the topic. This activity will be create in the app genially.

Material: (mandatory)

Objective: Explain the topic Superlatives and Comparatives in general

Explanation of the topic:

https://view.genially.com/67d628d0cea794dd55b1d2d0/learning-experience-didactic-unit-superlatives-and-comparatives

Main activities

For the sequence of this class we have a list of activities to learn the topic and work on students' skills

1. Warm-up Activity ( Pre stage)...

2. Activity 1 Comparative Practice  ( During stage) :Using a digital game on the word wall platform first to focus on the topic of comparatives, an explanation of the activity is given; each student must read a sentence and see which comparative best complements it

3. Activity 2: Practice of superlatives : In the development of a class as teachers we must ensure that students practice the topic and their skills as well, for this activity we will create a written and verbal dynamic; Each student will form superlative sentences making those comparisons according the classroom and classmates and finish read it with their classmates .

4. Activity 3: For activity three we will develop an activity that maintains a relationship between the two types of comparison, another digital activity will be done in a live worksheet where each student with the guide and the basics already learned must complete a sentence depending on whether they are comparatives and superlatives, then the corresponding feedback will be given.

5. Activity 4: Reading Practice: In this we will provide a short text that includes comparatives and superlatives. Ask students to identify and underline the comparative and superlative adjectives and then will do Comprehension questions.

6. Post-Stage Reflection and Feedback:For the last phase of the class we will generate a space for questions and answers where students can show if they understood the topic and we as teachers can also show that the class also developed if the objectives we had were achieved and know what we should strengthen for the next meeting and for their homework

Material: (mandatory)

1. Warm up

2. https://wordwall.net/es/resource/16592353

3. Classroom space

4. https://www.liveworksheets.com/es/w/en/english-second-language-esl/7476265

5. https://pin.it/7qUU2M3AC

https://pin.it/7fF15IMPH

6. https://www.canva.com/design/DAGhv3k3r6s/6BNyEWwvxkmjkM194Imu3A/edit?utm_content=DAGhv3k3r6s&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Practice or Assessment

Methods or tasks used to practice and evaluate student learning during or at the end of the lesson.

Evaluation and practical methods:

methods of play: using these games and interactive activities we will have a more dynamic class, this will make learning more fun and attractive.

Group work: this will encourage collaboration and exchange of ideas.

Guided practice: where clear instructions and guides will be given so that each student can apply and practice what has been learned.

Feedback: Information is provided to students about their progress and performance, which will allow us to identify areas of improvement and adjust their learning.

Active learning: we are actively involving students in the learning process, through participation in activities and the application of practical contexts.

Activity in pairs: the explanation will be given and then students will be asked to work in pairs, so that they can complete their activities, such as creating superlative or comparative sentences.

Role play: a game will be used where students will be able to use comparatives and superlatives for the description of places, people or things.

Written test: we will be able to do a written test in which we will evaluate the students' understanding of comparatives and superlatives.

Oral presentation: students will be asked to prepare an oral presentation on a topic of their choice, using comparatives and superlatives.

Participant observation: we will observe the students during the activities and take note of their participation and understanding, resolving and contributing to their doubts.

Self-assessment: students will be asked to self-assess at the end of the lesson, so that they can identify what they have learned and what they need to work on.

Material: (mandatory)

Material: (mandatory)

Summarize the rules and provide practice exercises.

Summary

Comparative adjectives

Use the suffix "-er" or the word "more" before the adjective. For example, "taller" or "more tall".

Superlative adjectives

Use the suffix "-est" or the word "most" before the adjective. For example, "tallest" or "most tall".

Adjectives ending in "y"

Change the "y" to an "i" before adding the suffix. For example, "happy" becomes "happier" and "simplest".

Adjectives with three or more syllables

Use "more" before the adjective for the comparative and "most" before the adjective for the superlative.

Practice

Provide exercises that use comparative and superlative adjectives.

Play games that use comparative and superlative adjectives. For example, a game where students write sentences using degrees of comparison.

Material: (mandatory)

Homework/Follow-up Activity
(Optional: Assignments or activities to reinforce the lesson content)

Consejos para realizar la tarea:

Recuerda que los comparativos se forman usando “-er” (para adjetivos cortos) o “more” (para adjetivos largos).

Los superlativos se forman con “-est” (para adjetivos cortos) o “the most” (para adjetivos largos).

Asegúrate de ser claro y específico en tus descripciones, y usa ejemplos concretos para hacer que tus comparaciones sean más interesantes.

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Anexo 1. Lesson plan format -Phase 2 Didactics of English

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Didactic unit.

Unit Component

“My learning room”

Topic.

The main theme of this unit is "personal presentation and daily routine" where students are given the idea that they can present themselves and describe their daily routine in English effectively. This theme connects with the units by providing a solid foundation for English-language communication, allowing students to develop linguistic and cultural skills that will be useful in their daily lives and in future interactions with English speakers.

The main topics to be included in the unit are personal presentation and daily routine. Students will learn how to describe their name, age and nationality, as well as talk about their daily activities using present tense verbs.

The main vocabulary will focus on basic personal description (name, age, nationality) and daily routine (daily activities such as getting up, eating breakfast, going to school). Students will learn how to use this vocabulary effectively in real-world contexts.

The main activities will include reading simple texts on personal presentations and daily routines. Students will practice learning strategies such as identifying specific information in texts, highlighting important details and answering questions. These activities will help students develop their understanding and improve their ability to process information in English.

Theme:

Grammar: The use of present tense verbs to describe daily routines will be addressed, allowing students to effectively express their daily actions and habits.

Vocabulary: Focus on basic personal description (name, age, nationality) and daily routine (daily activities such as getting up, eating breakfast, going to school), which will allow students to communicate effectively in real-life contexts.

Reading: Simple text reading activities will be included in personal presentations and daily routines, which will help students develop their reading comprehension and improve their ability to process information in English.

Listening: Simple audio listening activities on personal presentations and daily routines will be included, which will help students develop their ability to understand spoken English and improve their pronunciation.

Writing: This will focus on writing simple texts about personal presentations and daily routines, which will allow students to practice writing in English and develop their ability to express their ideas clearly and coherently.

Speaking: this will focus on engaging in simple conversations about personal introductions and daily routines, which will allow students to develop their confidence and fluency in English speaking and practice effective communication strategies.

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

The unit will be developed in 4 sessions of 60 minutes each.

Lesson objectives:

Lesson objective 1: identify and describe concepts of the main theme, using basic vocabulary such as their name, age and nationality.

Lesson objective 2: Describe a part of your life in English, using present tense verbs to talk about your daily activities.

Lesson objective 3: Engage in simple conversations about personal presentations and daily routines, using body language and intonation to communicate effectively.

Lesson objective 4: Apply what you have learned in previous sessions to introduce yourself and describe your daily routine effectively, demonstrating understanding and fluency in the use of English.

Lesson learning outcome:

Lesson objective 1: Students will be able to describe and use basic vocabulary to describe their name, age and nationality.

Lesson objective 2: Students will be able to describe their daily routine in English, using present tense verbs to talk about their daily activities in a coherent way.

Lesson objective 3: Students will be able to engage in simple

conversations about personal presentations and daily routines, using body language and intonation to communicate effectively.

Lesson objective 4: Students will be able to apply what they have learned in previous sessions to present themselves and describe their daily routine effectively, demonstrating understanding and fluency in the use of English.

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AI chosen: Baamboozle (To design interactive games and quizzes.)

Learning objective:

Subject: vocabulary and writing.

Create a space of trust where students can actively participate, students at level (A1,A2) will be able to understand and use the perfect present in sentences, focusing on the apredizaje and practice of the verbs in participle, what will enable them to describe experiences and actions that have occurred at an unspecified time in the past and which is relevant in the present.

Structure of activities:

Introduction:  the perfect present is a verbal tense that allows us to talk about experiences and actions that have occurred at an unspecified time of the past and that has relevance in the present. In this activity, we will learn and practice participle verbs so that we can use the perfect present in sentences effectively, and test our writing skills through simple sentences.

Instructions:

1.  Dynamic activity. Let’s start with a fun vocabulary game to catch your attention, the game will consist of saying some word in English related to a specific topic (for example, animals). Each student should say a word related to the subject and also say the previous partner’s word.

2.  Introduction to the topic. A short video will be provided on the subject of the present perfect to understand its use and structure.

3.  Explanation of the structure. After the video, the student will be given a brief introduction to the perfect present structure and how to use it in sentences ( positive, negative and question).

4.  List of part ciphers. A list of participle verbs will be provided for students to use and practice in the development of the activity.

5.  Interactive activity. We will use the Baamboozle app to play learning games and answer questions, structures, vocabulary of the present perfect. Each student will be able to participate actively with their teammates or partners.

Practice:

In our tool Baamboozle we have different types of activities among which I can perform the following exercises or tasks:

1.  Complete sentences: students will have the opportunity to complete sentences with the correct present perfect form. Example: She __________ (travel) to many countries in her life.

2. Create sentences: students can use the vocabulary provided on the game platform to perform an activity proposed by the teacher. Example: write 3 sentences about something you have recently done using the present perfect.

3.  Quiz game: students can answer questions found on the platform. Example: have you ever...?

4.Vocabulary exercises: students will be able to complete vocabulary related to the present perfect, with verbs in participle found on the platform. Example: complete the prayer with the verb in perfect participle. I have _____( eat) breakfast already.

5.Groups: the activities mentioned above will be handled by the teacher and students will be in pairs or groups, the application allows us to select a number each group selects a number and will solve the corresponding exercise thus obtaining some points that provides the AI Baamboozle.

Feedback:

Automatic feedback: the tool of Baamboozle allows to provide an automatic feedback to the student on the answers, the teacher will be responsible for verifying that the answer is correct, if the answer is correct the couple or team resvira points "correct", if the answer is incorrect the application will respond with a "upss"

Feedback from the instructor: as a teacher, you can give personalized feedback according to the student’s performance when writing his or her prayers, for example, the teacher will rate with stamps and happy faces in the notebook for the good development of the activities.

Class participation: students who participate actively in class and demonstrate a desire to learn will have three positive points, the student who has received the points cannot receive more, but can continue participating in class.

https://www.canva.com/design/DAGoeVm3_XU/EUYoqy1Pzb7W2SO1c7Dwrw/view?utm_content=DAGoeVm3_XU&utm_campaign=designshare&utm_medium=link2&utm_source=uniquelinks&utlId=h074fa2ddcf

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Redefining the role of the teacher in education through general artificial intelligence (AGI) by Haci Hasan Yolcu. I can infer that involving artificial intelligence in education has a great deal of opportunity to revolutionize the way it is taught and learned. in English teaching, AI can become a significant tool for personalization of learning; instant feedback can be made and instructions can be adopted to the individual needs of students; However, it must be taken into account how AI can affect the role of the English teacher and its effective use to improve education.

I believe that the role of the English teacher should be redefined in the inclusion of AI in education, teachers should start to be not only knowledge transporters, but they should start to be facilitators of learning, should be those who guide students in the effective use of artificial intelligence tools to improve their language skills. AI can be used as a facilitator and to test the authenticity of certain tasks, such as correcting grammatical errors or evaluating reading comprehension, This will free up time for teachers to focus on more creative and human aspects of teaching, such as debate and analysis on the quality of teaching.

However, it is important to consider the challenges and opportunities of including AI in education. Teachers must have a degree of knowledge to be able to use AI in an effective and responsible way, teachers must be aware of the possible risks and limitations of technology. At the same time, AI can provide opportunities to improve education and prepare students for an ever-changing world. Finally, the importance of finding a balance between technology and human interaction must be stressed, and we must ensure that teachers are prepared to take advantage of AI opportunities in an effective way and find the key to success.