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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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Step 2:

Situation 1: Vocabulary Acquisition

• Scenario: Students need to learn new vocabulary related to food and

beverages.

• Task: Create a learning objective and outcome for a lesson focused on

vocabulary acquisition.

Learning objective:

The main objective of this lesson is to ensure that students become familiar with a wide

variety of words and phrases in English used to describe food and drinks. This includes the

names of dishes, ingredients, and common beverages. In addition to learning vocabulary,

students will also practice the correct pronunciation of these words. By the end of the lesson,

students should be able to recognize and correctly pronounce at least 15 food and drink-related

terms, both in written and spoken form.

Learning outcomes:

By the end of the lesson, students should feel more confident in their ability to use

English food and beverage vocabulary, which should encourage them to continue practicing and

refining their language skills.

Situation 2: Grammar Practice

• Scenario: Students are practicing the past simple tense to talk about past

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events.

• Task: Create a learning objective and outcome for a lesson focused on

grammar practice.

Learning objective:

By the end of this lesson, students will be able to correctly use the past simple tense,

including both regular and irregular verbs, in affirmative, negative, and question forms.

Additionally, they will practice the pronunciation of regular past verb endings, achieving at least

70% accuracy in completing grammar exercises and speaking activities.

Learning outcomes

By the end of the lesson, students will be able to:

Practice and correctly pronounce verb endings in the past tense, focusing on regular and

irregular forms.

practice the pronunciation of verb endings in the past.

revise regular and irregular past verb forms in both positive and negative statements, as

well as in questions.

talk about past situations and events.

Situation 3: Speaking Skills

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• Scenario: Students will participate in a role-play activity to practice ordering

food in a restaurant.

• Task: Create a learning objective and outcome for a lesson focused on

improving speaking skills.

Learning objective:

By the end of this lesson, students will be able to confidently role-play ordering food in a

restaurant, using appropriate language for requesting, clarifying, and paying for food, with at

least 80% accuracy in sentence structure and pronunciation during the role-play activity.

Learning outcomes

Students will demonstrate clear and accurate pronunciation of common food-related

vocabulary and polite phrases used in the role-play, with 80% accuracy during the speaking

activity.

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Lesson plan along with its material designed

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Step 2:

Identify the Learning Objective:

In this activity we will work with the topic of vocabulary related to daily routines, where reading skills and recognition of different words will be developed. The main specific objective at the end of this activity, students will identify and use the vocabulary related to daily routines in sentences correctly, which will help them to expand their vocabulary and improve their reading comprehension.

Activity Structure:

Introduction:

I will start the class by making a brief introduction about the topic “Daily Routines” through some simple pictures and sentences, students will see some common actions e.g. Wake up, Brush my teeth, Eat breakfast, Take a shower, Go to school  and Go to bed.
And then I will show cards and ask students to mention what they observe.

Instructions:

We will use Kahoot, a very interactive tool to review the vocabulary learned during the class about daily routines. Here are a few pointers.
1. Students will log on to the website: www.kahoot.it .
2. When they are on the page, they will see a space to type in a PIN. I will give them a code so they can join the game.
3. The quiz has 10 multiple choice questions. They are all related to some of the daily routines studied.
4. Each question has a time limit, so you should read well and answer as fast as possible. The faster you answer, the more points you will get.
5. After each question, at the end you can see your scores.

Practice:

During the practice each student will take an interactive quiz in the Kahoot tool which lasts approximately 15 minutes. This quiz is designed to reinforce the vocabulary studied in class and includes different types of questions, for example, image recognition, sentence completion and identifying sentences describing actions.

Feedback:

At the end of the quiz, students will receive feedback through Kahoot, since the platform automatically shows the correct answer and the score obtained in each question, as well as allowing them to identify their correct answers and the mistakes they made. Then I will dedicate a few minutes to review those questions in which they had more difficulties and clarify their doubts. As a reinforcement activity the students will write two sentences using the vocabulary worked on during the session.

Develop Content:

For this class, take a quiz on Kahoot with 10 questions, designed for A2 level students. The questions contain different images, phrases to complete and multiple choices. I also chose everyday vocabulary, with simple structures, so that everyone can understand and participate without difficulty. When using this tool, take advantage of many of its features such as the timer, the immediate feedback, the sorting table, and the attractive visual presentation. All this makes the activity not only educational, but also fun, motivating and effective in reinforcing what has been learned in class.

https://create.kahoot.it/share/vocabulary-daily-routines/9022a059-0548-4c7b-b4f6-434aafd60285

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Reading the article Redefining the Teacher's Role in Education through Artificial General Intelligence (AGI) made me reflect on how Artificial General Intelligence (AGI) is beginning to change education as we know it. Far from replacing the teacher, AGI can become a very powerful tool for improving teaching. Thanks to its ability to adapt to the pace and needs of students, analyze information and provide feedback, Teachers will be able to focus on what matters most, which is connecting with and guiding our students. However, this also implies facing important ethical challenges, such as taking care of data privacy and ensuring that everyone has access to these tools.

As a future English teacher, I believe that the role must evolve. Since IGA helps to correct many tasks such as identifying grammatical errors, allowing the teacher to spend more time developing communicative skills, encouraging critical thinking. We can use technology to improve our classes, but we are still the ones who give meaning and motivation to learning. No artificial intelligence can replace empathy, creativity or the ability to inspire our students.

For this transformation to be positive, we need a lot of support. Teachers must be open to learning, experimenting, even making mistakes, as we explore new ways of teaching with AGI as a tool. It is not only about competing with technology, but also about integrating it responsibly since the English teacher, besides transmitting knowledge, can be a guide in the learning process.