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This Padlet is a collaborative space where we, as future English teachers, present our essential resources, lesson plans, and reflections developed throughout the course Didactics of English.

Each section includes the main outcomes of Phases 2 to 5, showcasing how we integrated different tools, teaching approaches, and reflections into our training process.

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-Lina Marcela Heredia:

https://www.canva.com/design/DAGlNjBaVqM/5w1O18Eg7yWKlvSEGxRLNw/edit?utm_content=DAGlNjBaVqM&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

- Eva Castaño Pineda: https://www.canva.com/design/DAGlCu4aEcI/7g1l9mmrt8U0Ma6l0bW_Gg/edit?utm_content=DAGlCu4aEcI&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

- Laura Daniela Liscano Osorio: https://www.canva.com/design/DAGlONSfD28/nm5BCO4WUMfgCPDuV5AaSA/edit?utm_content=DAGlONSfD28&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

- Ana Maria Barrera: https://www.canva.com/design/DAGkE4QEAfY/OXgjCw5vK8gX7TaXVmfPzw/edit?utm_content=DAGkE4QEAfY&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

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Lesson 1 Session 1

Topic: Tom's Daily Routine in Present Continuous

Objective: Develop reading comprehension skills and identify the present continuous in texts, so that you can later apply this tense in everyday, familiar situations.

Student’s level: (MCRE) A2

Target skill: Reading

Target vocabulary:

Doing

Actions

Listening

Practice guide

Structure

Student’s age: 13 to 15 years old

Target gramar: Present Continuous

Warm-up activity:

As a starting activity, a small prior knowledge activity will be conducted using cards with images containing different images of people performing an action, for example, a child cooking, a woman listening to music, or a man eating. Questions will be asked such as:

"What is he doing?"

"What is she doing?"

"Is she eating or listening to music?"

This will help students become familiar with the topic and understand the use of the present continuous.

Since there is already an introductory activity, it is important for students to visualize and memorize the structure and how to identify this tense. The following video will be viewed: https://youtu.be/YM8PvqyGLXE?si=Z9VFnsBGwpuFXYhC

After the video, questions will be asked such as:

"What did you see in the video?"

"How can we differentiate this tense?"

"What happened to the verb?"

Material:

Cards with images

Youtube video: https://youtu.be/YM8PvqyGLXE?si=Z9VFnsBGwpuFXYhC

Main activities

Reading Comprehension Activity

Step 1. Students will be given an English text so they can identify and understand the use of the present continuous in text. This text describes Tom's daily routine.

Example:

"Hi, my name is Tom, and every morning I do this. I woke up at 7:30 AM. I am getting up from my bed and going to the bathroom. I am washing my face. Then, I'm making breakfast. Every day I prepare eggs and coffee. My father is sitting in the chair and reading the newspaper. At 9:00 AM, my mother is going to work and my sister is walking to school at the same time. She is wearing her headphones and listening to music. We are all very busy in the morning!"

Step 2. Students will match and point out sentences in the text that use the present continuous, for example:

"I am washing my face"

"My sister is walking to school"

"She is wearing her headphones"

Material:

Text: “Tom's daily routine”.

Practice or Assessment

For the assessment activity, each student will be given a present continuous practice guide to assess their understanding of the present continuous structure in context. For example:

Part 1. Complete with the present continuous

I __________ (wash) my face in the morning.

My sister __________ (walk) to school in the morning every day.

Part 2. Choose the correct option.

My sister is __________ to music now.

a) listen

b) listening

c) listened

Material:

Practice guide

Closure

To determine whether the objective was met, students will be asked,

Who reminds me what we learned today?

A brief reminder of the structure will be given, and finally, a general evaluation will be given. Students will be told, "Whoever smiles understands the topic; whoever doesn't understand should make a sad face," to make it more fun.

Material: none

Homework/Follow-up Activity

As a reinforcement activity at home, students will have to write their daily routine in the present continuous tense.

Lesson plan 2 Session 2

Topic: Understanding the structure and use of the Present Continuous Tense

Objective: Students will identify and correctly form affirmative, negative, and interrogative sentences using the present continuous tense through guided examples and interactive grammar activities.

Student’s level: A2 (MCRE)

Target skill: Grammar

Target vocabulary:

— Verbs in -ing form (e.g., writing, eating, playing)

— Auxiliary verbs (am, is, are)

— Sentence structure: Subject + verb to be + verb-ing

Student’s age: 13 to 15 years old

Target grammar:

Present Continuous:

Affirmative: Subject + am/is/are + verb-ing

Negative: Subject + am/is/are + *not* + verb-ing

Interrogative: Am/Is/Are + subject + verb-ing?

Warm-up activity:

“Act it out!” (Mini drama)

The teacher mimes several actions (e.g., reading, dancing, brushing teeth). Students must guess what the teacher is doing using complete sentences in the present continuous.

Example: “You are brushing your teeth!”

Material: (mandatory)

— Action cards

— Whiteboard / flashcards with verbs

Main activities:

Pre-Activity – Discovering the Rule

Show three short example sentences:

1. She is dancing

2. They are eating

3. I am studying

Ask students:

— “What do all these sentences have in common?”

— “What verb is used before the action?”

Write answers on the board and guide them to discover the structure.

During Activity – Sentence Transformation Challenge

In pairs, students receive a set of sentences in present simple and must transform them into the present continuous in affirmative, negative, and question form.

Example:

— Present simple: He plays soccer.

— Present continuous: He is playing soccer. / He is not playing soccer. / Is he playing soccer?

Post-Activity – Grammar Relay Game

Groups race to the board. The teacher says a subject + action (e.g., “she / read”), and one student must write a correct sentence on the board (She is reading.).

Repeat with negative and question forms.

Material: (mandatory)

— Printed worksheet with simple sentences

— Markers and highlighters

Practice or Assessment

Students complete a short grammar quiz with three parts:

1. Fill in the blanks using the correct form of the present continuous.

2. Rewrite sentences in negative and interrogative form.

3. Match sentence types with their names (affirmative, negative, question).

Material: (mandatory)

— Grammar quiz worksheet

Closure

Quick round: Each student says one sentence in the present continuous about what someone is doing in the classroom.

Then, the teacher asks: “What did we learn today?”

Students summarize the use and structure of the tense aloud.

Material: (mandatory)

— Visual flashcards showing different ongoing actions

— A printed grammar mini-poster with the structure of present continuous (affirmative, negative, and interrogative forms), to support students' answers and reinforce what they learned.

Homework/Follow-up Activity

Students write 5 sentences in the present continuous about their family members’ current activities and bring them to share in the next class.

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Lesson plan 3 Session 3

Topic: A day in action

Objective: To write a short paragraph (5–6 sentences) using the present continuous to describe what different people are doing in a picture or real-life context.

Student’s level: A2 (MCRE)

Target skill: writing

Target vocabulary:

Daily activities and action verbs (e.g., running, reading, cooking, playing, dancing, swimming, studying, etc.)

Student’s age: 13 - 15

Target gramar:

Present continuous (affirmative and negative forms)

Warm-up activity:

What's happening in the picture?" – Show a lively image (e.g., a park scene or a birthday party). Students describe orally what people are doing.

Material:

Printed or projected image of people performing activities.

Main activities

Pre-writing:

Quick review of the present continuous structure: Subject + to be + verb-ing.

Underline the present continuous forms and the verb "to be" in a model text.

During writing:

Students complete a template with present continuous sentences about people from an image or a short video.

Then, they transform those sentences into a short paragraph (5–6 sentences).

Post-writing:

Students exchange texts with a partner for peer review using a checklist.

They correct errors and make simple improvements.

Material:

Model text

Guided writing template

Peer review checklist

Image or video as a visual prompt

Practice or Assessment

Activity:

Write a short, coherent paragraph about a scene or situation using the present continuous correctly.

Observable criteria: correct use of be + verb-ing, sentence coherence, basic spelling.

Material:

Writing sheet with a simple self-assessment rubric

Closure

Closure Activity:

A volunteer reads their paragraph aloud.

Common errors are reviewed together.

Quick summary: What did we learn today about writing in the present continuous?

Material:

Poster or slide with correct/incorrect examples

Markers for correction on the board

Homework/Follow-up Activity

Activity:

Write 5 sentences about what your family members are doing at home (real or made-up) using the present continuous.

Lesson plan 4 lesson 4

Topic: What’s Happening Right Now

Objective: To develop speaking skills, Students will be able to describe actions in progress using visual prompts and peer interaction (also through videos, images, or scenarios that the teacher will give them)

Student’s level: (MCRE) A2

Target skill: Speaking

Target vocabulary: it is focused on action verbs such as:

sing

walk

dance

smile

run

roar

scream

attack

bite

fall

hide

shoot

break

escape

chase

cry

help

push

open

close

Student’s age: 13 to 15 years old

Target grammar: Present Continuous ( Subject + (am/is/are) + verb-ing)

Warm-up activity: listen and imagine

In this activity, students will listen to and see the video of the song “Singing in the Rain” and say in the present continuous what actions the protagonist is doing at the moment, Students must observe, analyze, and identify what's happening, also identify in what parts the singer is using present continuous

Material:

https://www.youtube.com/watch?v=swloMVFALXw&list=RDswloMVFALXw&start_radio=1&ab_channel=TurnerClassicMovies

Main activities

Pre-Activity: Introducing the Grammar & Vocabulary)

In this pre-activity, it will be introduced with GIFs and images of the target vocabulary of people doing the actions, then the teacher will as to their students, “What is she/he/it doing right now?” to reinforce the knowledge of the present continuous. Students will need to describe the action of what they are seeing.

During Activity: Video-Based Speaking Practice

In this activity, it will be used the video of the videogame: Resident Evil: Degeneration – Zombie Breakout at the Airport.

In this activity, the professor will play a video, and students in groups of four will describe actions that are happening at the moment in the video using the present continuous

Post Activity: Roleplay

In this activity, in groups of two or three, students will choose to be a survivor or a zombie and will act out a scene of the video using the present continuous.

Material:

https://www.canva.com/design/DAGkwHHYFUI/9ayX-l8wrnIWOE029advuw/edit?utm_content=DAGkwHHYFUI&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

https://www.youtube.com/watch?v=883i50M1qm4&ab_channel=NOWPLAYING

Practice or Assessment

The technique that will be used to check understanding will be “Choral Response” where In response to a visual question, all students respond verbally at the same time, the action that the character is doing at the moment.

The other technique that will be used is “say something,” where Students take turns in speaking, leading discussions on sections of a video, where we can check their fluency, confidence, and if they are making use of the present continuous grammar correctly

Material:

https://www.youtube.com/watch?v=bXJamxSzwxQ&ab_channel=DigitalbySam

Closure

to the closure to ensure students have met the learning outcome, the professor will ask all of them, “Can you tell me something you are doing right now?”

Material:

https://mrmrsenglish.com/common-action-verbs/

Homework/Follow-up Activity

Students will record a video of three minutes, saying three actions that they are doing right now.

Material:

https://mrmrsenglish.com/common-action-verbs/

Web Resources: BBC Learning English – Speaking Practice: https://www.bbc.co.uk/learningenglish

videos and media:

Present contiuous vs present simple https://www.youtube.com/watch?v=OsW5sV3GMDM&ab_channel=BBCLearn

ingEnglish

App: Elsa Speak : https://elsaspeak.com

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Almira, T. (2023). The Role of AI in Efl Teaching and Learning. German International Journal of Modern Science / Deutsche Internationale Zeitschrift Für Zeitgenössische

Wissenschaft, 71, 30-33. https://doi-org.bibliotecavirtual.unad.edu.co/10.5281/zenodo.10459832

Hamer, J. (2012). How to Teach English (2nd ed.). Pearson Education Limited. https://www.academia.edu/29550207/How_to_Teach_English_2nd_Edition_Jeremy_Harmer

Grammarly. (n.d.). Grammarly. https://app.grammarly.com/

Ospina Giraldo, V. A., & Muñoz Fandiño, M. A. (2024). Educación bilingüe en Colombia: retos y beneficios de transformar una escuela monolingüe. EducAcción Sentipensante,

3(2), 35-41. https://hemeroteca.unad.edu.co/index.php/educ_sentipensante/article/view/6793

Pokrivčáková, S. (2019). Preparing teachers for the application of AI-powered technologies in foreign language education. Journal of Language and Cultural Education, 7(3), 135-153. https://doi.org/10.2478/jolace-2019-0025

Robertson, C., & Acklam, R. (2000). Action plan for teachers: A guide to teaching english (1st ed.). British Broadcasting Corporation 2000. https://www.academia.edu/39936264/Action_Plan_for_Teachers_a_guide_to_teaching_English_by_Callum_Robertson

Usó-Juan, E, & Martínez, A. (2006). Current Trends in the Development and Teaching of the Four Language Skills. De Gruyter Mouton. https://bibliotecavirtual.unad.edu.co/login? url=https://search.ebscohost.com/login.aspx?direct=true&db=e000xww&AN=209868&lang=es&site=eds-live&scope=site&ebv=EB&ppid=pp_C

Yolcu, H. H. (2023, June 12). Redefining the Teacher's Role in Education through Artificial General Intelligence (AGI). https://doi.org/10.31219/osf.io/b83ps

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Activity: Improving My Writing with Wordtune

Introduction

In English, writing well means not only having good ideas, but also knowing how to organize them clearly, using proper grammar and connectors to give coherence. Today, we will work with a tool called Wordtune, which will help us see how we can improve our paragraphs in English: correcting errors, making sentences sound more natural, and organizing ideas more effectively. You won't start from scratch: a base paragraph will be provided. Your task is to improve it using Wordtune and compare both versions.

Learning Objective

Students will be able to rewrite and improve a narrative paragraph in the past using Wordtune to correct grammatical errors, enhance fluency, and enrich writing style.

Language Skill Focus

Writing, focusing on narrative paragraph construction in the simple past and past continuous tenses, using sequence connectors and improving text coherence.

Step-by-Step Instructions

Step 1: Read the base paragraph

Students are given the following paragraph containing common errors (verb tenses, simple connectors, weak structures):

Last Saturday I go to the city with my cousin. We was very excited because we want to watch a new movie. First, we take the bus, but it arrive late and we almost miss the movie. In the cinema, we buying popcorn and drinks. The movie was very interesting but a little boring at the end. After that, we go to a restaurant to eat something and talk. It was a good day.

Step 2: Identify the errors

Before using Wordtune, students should carefully read the paragraph and underline or note the errors they find in the following aspects:
- Incorrect verb tenses.
- Incorrect conjugation of the verb 'to be'.
- Inappropriate or missing connectors.
- Vocabulary errors or unclear phrases.

Step 3: Review with Wordtune

1. Copy the full paragraph into https://www.wordtune.com
2. Use the suggestions provided by the tool to rewrite each sentence.
3. Choose the clearest and most correct versions.
4. Copy and paste the final improved version into your notebook or document.

Step 4: Compare Versions

Use the following table to compare different versions:

Original Sentence

Student Correction

Wordtune Suggestion

Final Version Chosen

I go to the city with my cousin.

I went to the city with my cousin.

I went to the city with my cousin.

I went to the city with my cousin.

Guided Practice

- In pairs or small groups, students read their final versions aloud.
- Ask each other questions:
• What errors did you correct with Wordtune?
• What suggestions were useful or new to you?
• What did you learn about writing better in the past tense?
- The teacher supports and encourages the use of English during the interaction.

Closing and Feedback

- The teacher displays two corrected versions (anonymously).
- The group analyzes the improvements collectively:
• What errors were corrected?
• How did the clarity of the text improve?
- Final reflection: Do you think you can apply what you learned to your future writings? What part of Wordtune was most useful to you?

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Topic focus: Pronouncing

The Learning Objective: At the end of the activity, Students will be able to identify and pronounce at least five new vocabulary words related to emotions

Activity Structure:

✓ Introduction: In this activity, we will practice speaking using a short video that talks about emotions and how to manage them effectively. In this activity, we will use VoiceTube to help us understand pronunciation and learn new words, and how to pronounce them correctly

✓ Instructions:

1.      Students will need to click the video from the IA VoiceTube “Alfred & Shadow - A short story about emotions (education psychology health animation)” https://www.voicetube.com/videos/36119

2.      Watch the video with subtitles and identify the words related to emotions or the different types of emotions shown in the video

3.      Watch the video again and identify at least five emotions or words related to emotions. slow the video or use the loop option.

4.      Click on the right to identify the definition of the word that you liked the most and click on the heart to save it then hear it again with the play button to hear how it is pronounced in the video, and repeat after you can hear it, and repeat all repeatedly until you feel comfortable enough

5.      Record yourself using the recording option, and pronounce correctly sentences of the video that have an emotion in the sentence, it can be a small sentence (such as minute 2:32, 2:47 or 3:52, etc.)

✓ Practice:

a.      individually, use the option of pronunciation and voice recording features to practice the pronunciation of the word If you forget, you just need to click on the word to hear it again

b.     Use Forvo https://es.forvo.com/search/hi/en/

or Speakometer https://www.speakometer.net/

to listen and speak with better pronunciation in each word

c.      Record the sentence you chose directly on VoiceTube to get analyzed by the IA

✓ Feedback:

The feedback will be automatic from IA on VoiceTube or with the app Speakometer, but the instructor can also give feedback on pronunciation for the students. at the end of the class, we will hear the recordings, and students will give their peers feedback and opinions

Develop Content:

For developing content, I used VoiceTube and ChatGPT as a guide to guide the activity itself. The prompts were “emotions” and “achieve effective pronunciation” in VoiceTube tube I looked forward content of the level A2. I used this IA for Authentic input (video), Vocabulary building (Word Bank), listening, and pronunciation practice (slow playback & subtitles pronunciation of words and analysis)

Mini English Class: Reading Skills Practice
Objective:
By the end of this lesson, students will be able to read and understand a short English text, identify main ideas and details, and answer comprehension questions.

Level:
Beginner to Intermediate (can be adjusted)

🕒 Duration:
45–60 minutes

Lesson Plan Outline
1. Warm-Up Activity (10 minutes)
Goal: Activate students' background knowledge and vocabulary.

Activity:

Show a few images related to the topic of the text (e.g., animals, food, travel).

Ask questions like:

"What do you see?"

"What do you know about this?"

"Can you name some animals/foods/countries?"

2. Reading Text (15 minutes)
Goal: Practice reading a short, interesting, level-appropriate text.

Example Text (Intermediate Level):

Title: A Day at the Beach
Sarah loves the beach. Every Saturday, she wakes up early and packs her bag. She takes sunscreen, a towel, and a book. At the beach, she swims in the sea, walks along the sand, and reads her book under the sun. She always buys ice cream before going home.

Tip: Read aloud first, then ask students to read silently.

3. Comprehension Questions (10 minutes)
Goal: Check understanding of the text.

Questions:

What does Sarah do every Saturday?

What does she take to the beach?

What does she do at the beach?

What does she buy before going home?

Extension: Ask students to write one question about the text for a classmate to answer.

4. Discussion or Group Work (10 minutes)
Goal: Encourage speaking and deeper thinking.

Activity Ideas:

"Do you like the beach? Why or why not?"

"What do you take when you go out?"

Students compare their routines with Sarah's.

5. Reading Reflection or Homework (Optional)
Task:

Write 5 new words from the text with meanings.

Write a short paragraph about your favorite place to go on weekends.
[reading part created by ChatGPT]. https://chat.openai.com

Activity Structure:

Introduction: Briefly introduce the topic or skill.

This activity seeks to strengthen and practice reading comprehension. The goal is to improve reading comprehension in English through a suspenseful reading to make it more interesting, accompanied by allusive images, reflection questions, guided reading, group work, and the learning of new vocabulary.

Instructions: Provide clear, step-by-step instructions for students to follow.

Each student will be given a handout with various reading comprehension activities:

1. Students should view the entire handout.
2. On the first side of the handout, they will view images related to the story (an abandoned house, a spiderweb, and a mysterious shadow).
3. On the second side of the handout, students will answer the following question:
"What do these images make you feel?"
"Which image scares you the most?"
" 4. On the third side of the booklet, students will find the reading. First, the teacher will read it aloud. While reading, students will ask random vocabulary questions. For example: "Scary, Felipe, what is scary?" After the general reading and vocabulary practice, students will read the reading silently again to practice the "shadow method."
Text: The Miltons' House
It was a dark and silent night. Felipe was walking home with his friends and dropped a ball at the Miltons' house (a family that burned to death a few years ago). Felipe told his friends, "Let's go quickly and get the ball. My mom will scold me if I don't get it." When they picked up the ball, they were pushed into the house by a strange force. They were very scared. They heard the door slowly close. Suddenly, they heard a sound on the second floor: high heels coming down the stairs. Felipe's friend, Maria, asked, "Is anyone there?" she asked in a trembling voice, but no one answered. Felipe tells his friends, "The ball's gone, let's go quickly." They ran to the exit, when suddenly a shadow of a tall man wearing a hat stopped them as they left...

5. On the fourth side of the booklet, students will answer the following questions:

Why did Felipe and his friends enter the Miltons' house?

What did they hear upstairs?

What happened at the end of the text?

6. On the fifth side of the booklet, students will form groups of six, where they will write an ending to the story and perform a mini-play.

Practice: Include exercises or tasks that allow students to practice the skill using the AI ​​tool.

In pairs, students will talk to CHATGPT, creating a mini-interactive dialogue with the AI ​​from a character's perspective to continue the story. This will improve reading comprehension, but this time in an active and spontaneous way through the responsible use of artificial intelligence tools.

Feedback: Plan how students will receive feedback on their performance (e.g., automatic feedback from the tool, peer review, instructor feedback).

As an assessment activity, the teacher will provide continuous and formative support while the students complete the reading aloud and vocabulary exercises. In the first activity, the teacher will provide corrections and clarifications in real time, ensuring understanding of what is being taught. In the second part of the activity, the teacher will guide the students in constructing the script, reinforcing any ideas or questions they may have about constructing the conversation.

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"Correcting My Daily Actions with Grammarly"

Learning Objective:

Students will be able to write short, accurate sentences using the Present Continuous Tense and use Grammarly to identify and correct grammatical mistakes in their writing.

Activity Structure:

Introduction: Students will learn how to describe current actions using the Present Continuous (e.g., She is reading a book). A brief explanation of the structure will be provided, followed by simple examples.

Instructions:

1. Write 5 sentences using the Present Continuous tense: 2 affirmative, 2 negative, and 1 question.

2. Type your sentences into Grammarly.

3. Analyze and correct the mistakes shown by the tool.

4. Write your corrected version in your notebook.

5. Write a short reflection: What did Grammarly help me learn?

Practice: Students will use their own ideas and a list of prompts (e.g., What is your mother doing right now?) to write original sentences and use Grammarly to improve them. A reference poster with the Present Continuous structure will be available.

Feedback:

Automated: Grammarly provides real-time corrections and grammar explanations.

Teacher-led: The teacher will review students’ “before and after” sentences to assess progress.

Optional peer review: Students can share corrected sentences in pairs to compare understanding.

Developed Content Includes:

Present Continuous grammar chart

Printable worksheet with sentence prompts

Access to Grammarly via computer or mobile

Self-assessment checklist:

·         I wrote 5 sentences

·         I used Grammarly

·         I understood the corrections

·         I improved my grammar

Why Grammarly?: This AI tool makes grammar practice more engaging and accessible for young learners. It builds their awareness of errors, reinforces grammar rules in context, and fosters autonomy in writing.

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In today’s context, artificial intelligence is rapidly transforming educational processes, challenging the traditional role of the teacher. The article offers a deep reflection on how the emergence of Artificial General Intelligence (AGI) in education urgently demands a redefinition of the teaching profession. It is no longer just about delivering content, but about becoming critical mediators between technology and human development, fostering ethical, social, and cognitive skills that machines cannot replicate.

As future teachers, this reflection invites us to see technology not as a threat, but as a tool that can support and enrich our teaching practice. AI can help us with many tasks, like giving quick feedback or personalizing activities, but it is our responsibility to create a meaningful learning environment. Education goes beyond content; it’s about connection, empathy, and helping students grow as people. In this new context, teachers have the opportunity to become even more important by guiding students in both academic and human development.

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I choose READING for this activty, developing reading skills not only helps with comprehension but also helps us expand our vocabulary. Reading a word repeatedly makes us retain how it is written and what it means, and contributes to us developing writing skills.

CHATGPT is good and i use constant this app because the conversation is personalized, it adapts to my style or my needs in a formal and informal way.

I asked ChatGPT to help me create a mini class to develop English reading skills and she says me this:

📚 Mini English Class: Reading Skills Practice

🎯 Objective:

By the end of this lesson, students will be able to read and understand a short English text, identify main ideas and details, and answer comprehension questions.

👥 Level:

Beginner to Intermediate (can be adjusted)

🕒 Duration:

45–60 minutes

🧩 Lesson Plan Outline

1. 🔍 Warm-Up Activity (10 minutes)

Goal: Activate students' background knowledge and vocabulary.

Activity:

Show a few images related to the topic of the text (e.g., animals, food, travel).

Ask questions like:

"What do you see?"

"What do you know about this?"

"Can you name some animals/foods/countries?"

2. 📖 Reading Text (15 minutes)

Goal: Practice reading a short, interesting, level-appropriate text.

Example Text (Intermediate Level):

Title: A Day at the Beach

Sarah loves the beach. Every Saturday, she wakes up early and packs her bag. She takes sunscreen, a towel, and a book. At the beach, she swims in the sea, walks along the sand, and reads her book under the sun. She always buys ice cream before going home.

Tip: Read aloud first, then ask students to read silently.

3. ❓ Comprehension Questions (10 minutes)

Goal: Check understanding of the text.

Questions:

What does Sarah do every Saturday?

What does she take to the beach?

What does she do at the beach?

What does she buy before going home?

Extension: Ask students to write one question about the text for a classmate to answer.

4. 🗣️ Discussion or Group Work (10 minutes)

Goal: Encourage speaking and deeper thinking.

Activity Ideas:

"Do you like the beach? Why or why not?"

"What do you take when you go out?"

Students compare their routines with Sarah's.

5. ✍️ Reading Reflection or Homework (Optional)

Task:

Write 5 new words from the text with meanings.

Write a short paragraph about your favorite place to go on weekends.

OpenAI. (2025). Mini clase de inglés: Desarrollo de habilidades de lectura [Generado por inteligencia artificial con ChatGPT]. https://chat.openai.com