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Educational resources from Phase 2 to Phase 5: This repository is designed to be a comprehensive resource for educators and students, compiling materials from different phases of educational development.

Expert presentations (phase 2): Each presentation addresses key topics and provides valuable insights into best practices.

Lesson plans (phase 2): These plans are designed for use by educators and cover a variety of topics and educational levels.

Teaching unit (phase 3): This section presents a complete teaching unit that includes learning objectives, teaching strategies and necessary resources.

AI Activity (Phase 5): This part of the repository includes interactive activities that use artificial intelligence to enrich learning.

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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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Krizzy Nicole Grisales Campo

https://www.canva.com/design/DAGkzuq5hOk/duBOjmKLDboFqDRLYnRBbg/edit?utm_content=DAGkzuq5hOk&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Maria Jose Alvarez Ochoa

https://www.canva.com/design/DAGk8rU3pj8/HBQ655ceMjtn8iPt4iNyIg/edit?utm_content=DAGk8rU3pj8&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Fabian Andrés Contreras Amador

https://www.canva.com/design/DAGknV8RR2E/_D5Oll5gDfLmEUoz_nCysA/edit?utm_content=DAGknV8RR2E&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Andrea Mora Arias

https://www.canva.com/design/DAGkpzLhUro/bxDviTA8Hw6G3CckpGNAhw/edit?utm_content=DAGkpzLhUro&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Magda Yuranis Martinez Amaya

https://www.canva.com/design/DAGk3em2PwY/x-EilAnPRNRwx2z9gvI9BQ/edit?utm_content=DAGk3em2PwY&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

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The didactic unit format along with the lesson plans for each session of the didactic unit.

Unit component

Title

Tick-tock, Tick-tock: That's How My Day Goes!

Topic

In this unit, we'll discover and learn together how we organize our daily lives. From the moment the alarm clock rings until we go to sleep, students will participate in debates, conversations, and other activities that will help them easily express their routines and create their own. Let's explore these routines and talk about what we do every day!

Focus on reading: Reading routines in present tenses (im-is-are)

Focus on listening: Listen to videos of family routines, focused on the simple present

Writing approach: Use of the Present Simple (I wake up, I eat, I go)

Focus on grammar: Structure of the simple present in sentences (+ - ?)

Theme: what I do and see in my routine.

Grammar:

·       Everyday activities (e.g., eat, go, play, study, sleep), time expressions (e.g., always, usually, never, in the morning)

Reading:

·       Daily Routine Charades.

·       Reading routines.

·       Present Simple (Affirmative)

Listening:

·       listen to routines

·       Identify sentences in the simple present using the (im-is-are)

Writing:

·       Present Simple (I wake up, I eat, I go)

·       Basic time expressions (in the morning, in the afternoon, at night)

·       - Use of "and" to connect simple sentences

Time

Week 1: (2 hours) introduction and development of listening skills

Week 2: (2 hours) the skill of reading and interpreting the simple present will be developed

Week 3: (2 hours) The writing skill and structure of the simple present will be practiced.

Week 4: (2 hours) the acquisition of vocabulary will be evidenced and reviewed

Unit Objectives

Main unit objective:

Be able to understand and use basic vocabulary and simple expressions related to daily routines and the simple present to describe one's own routines and those of others.

Lesson objectives:

Lesson objective 1: to help students understand and use the simple present

Lesson objective 2: getting students to read routine texts

Lesson objective 3: Help students write sentences in the present tense

Lesson objective 4: facilitate the understanding and structure of the simple present.

Course Learning Outcomes

Main unit learning outcome:

Students will be able to talk about the activities they usually do during the day, using basic vocabulary and short sentences.

Lesson learning outcome:

Lesson objective 1: Students will be able to easily identify sentences by listening to them.

Lesson objective 2: Students will be able to identify daily routines in the present tense routines

Lesson objective 3: Students will be able to write simple sentences describing their daily activities

Lesson objective 4: Students will be able to use the simple present in sentences (+ - ?) to describe themselves and others.

Formative -Assessments

60   formative assessment activities

·       Questionnaires on daily routines.

·       Listening comprehension exercises on routines.

·       Writing short sentences about their routines in the simple present tense.

·       Role-playing.

·       Feedback on written and oral tasks.

Teaching Method

https://www.buffalo.edu/catt/teach/develop/design/teaching-methods.html

·       Role-playing and simulations: Real-life situations and scenarios, debates, interviews, and simulated situations.

·       Task-based learning: Working on projects, storytelling, or debates.

Key Resources

·       Paper and pencil.

·       Workbooks.

·       Audiovisual materials

Students’ context

·       English level: A1

·       Age range: 9–11 years

·       Grade: Fifth grade

·       Student needs: Learn basic vocabulary about the simple present tense and daily routines.

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Learning Activity: Writing Comparatives and Superlatives

Learning Objective:

- The language skill to be worked on is writing.

- The grammatical topic is the correct use of comparative and superlatives adjectives.

Specific Objective: Students will be able to write sentences and paragraphs using comparative adjectives correctly with the support of the AI ​​tool Grammarly.

1- Introduction

In English, comparative adjectives are used to show the differences between two people, places, or things. An example of this is when we say, "My dog ​​is faster than your dog." Therefore, we are comparing the speed of the two dogs. These adjectives allow us to describe them in more detail and make our ideas clearer. In this activity, students will learn to form and use comparatives correctly in their texts and use the Grammarly tool to help identify and correct mistakes, so they can improve their English writing.

2- Step-by-step instructions:

Step 1: Watch the following explanatory video

https://youtu.be/13TLUMw6og0?si=qpxjvm5OShcVO1cu

Step 2: Watch the following video to learn how to navigate Grammarly. https://youtu.be/syLGlHLAJls

-          Create a free account at Grammarly

Step 3: Write a short text of 80 to 100 words comparing two places you know well, for example, your city and another nearby city, or your house and a friend's house, using five different comparative adjectives.

Step 4: Copy and paste your text into Grammarly and review any errors. Apply the suggestions it provides or any others you consider appropriate, and save a screenshot of the report generated by Grammarly.

Step 5: Rewrite the final text, correcting the errors that Grammarly indicated.

3- Practice

-          Click on the link and select the correct answer.

Comparatives and Superlatives | English Grammar Game | Multiple Choice Quiz

-          Enter the link and select the correct option

Comparatives and superlatives - Concurso de preguntas

4- Feedback

- Grammarly will provide automatic feedback on spelling and grammatical errors.

- Another feedback method to implement is for a student to read the other student's final version and write a positive comment and a suggestion for improvement.

- The teacher will review the first version, the correction, and the Grammarly screenshot, and provide feedback on progress toward the correct use of comparatives and superlatives.

- Simplified rubric evaluation

Criterion Excellent (5) Acceptable (3) To be improved (1)

- Correct

use of

comparatives

- Correction

with

Grammarly

- Clarity and

coherence

of the text

- Participation

with feedback

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Haci Hasan Yolcu's article offers a profound reflection on how AGI can transform teaching. Yolcu emphasizes that AGI not only automates daily tasks but will also influence the way teachers interact with students, promoting more personalized and adaptive learning. This is a change that requires English teachers to develop new competencies in digital and ethical technologies so that AGI can be effectively integrated into pedagogical practices.

In the field of English teaching, including AGI could revolutionize every way language skill can be addressed. For example, AI-based tools can provide automatic feedback on both pronunciation and drama, allowing students to practice autonomously and receive corrections in real time, without waiting for the tutor to provide their own corrections. However, I believe that a teacher is of great importance to the student because they allow the student to contextualize their learning, thus fostering social interaction and the development of communication skills, beyond what any technology could offer.

Therefore, the teacher's role in English is important and should be reframed as that of a facilitator and mediator in learning, where AGI is used as a complementary tool to enrich the students' educational experience. This will imply that ongoing training in English with digital and educational skills may involve ongoing training in different skills, as I mentioned earlier regarding digital skills, and an ethical reflection on the use of technology in the classroom. When adopting these approaches, teachers must take advantage of the benefits of AGI to offer a more inclusive, personalized, and effective education, without neglecting the importance of human interaction in the teaching and learning process.