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It is the presentation containing a guide to practice writing in a second language.

This activity is a lesson plan where students are expected to be motivated and interested learners.

Topic: Present simple

Objective: Understand the structure and use of the simple present tense in English.

Apply the simple present tense in affirmative, negative, and interrogative sentences.

Student’s level: (MCRE)  6th Grade A2 Level

Target skill: Grammar, speaking and writing 

Target vocabulary:

10 routine verbs.

10 action verbs.

Student’s age: 11 and 12 years old

Target gramar:

Apply the simple present tense in affirmative, negative, and interrogative sentences.

Warm-up activity:

Activity: "What Do You Do Every Day?" Description: Begin with a brief conversation in pairs. Each student should share three activities they do daily (e.g., "I have breakfast," "I go to school").

Material: (mandatory):

Daily routine vocabulary.

Main activities

Activity 1: Introduction to the Simple Present

Description: Explain the structure of the simple present tense (subject + verb + complement). Use examples on the board. Show how the third person singular is formed (adding -s or -es).

Activity 2: Card Game

 Description: In groups, students must match the correct subject with the appropriate verb in the simple present tense. Then, each group presents their sentences to the rest of the class.

Activity 3: Pair Dialogue

Description: Students create a short dialogue using the simple present tense based on a chosen topic (e.g., daily routines). They must include at least five sentences.

Material: (mandatory)

Mr Pea English Video for Kids Present Simple:

https://www.youtube.com/watch?v=wtTAdfyejH0

Cards with infinitive verbs and cards with subjects.

Practice or Assessment

Written Assessment: At the end of the class, a short quiz will be conducted on Quizlet where students must complete sentences and answer questions using the simple present tense.

Material: (mandatory)

Link to the quiz on Quizlet.

Closure:

Activity: Final Reflection Description: Gather students to discuss what they have learned. Ask:

What was the easiest/most difficult part?

How can you use the simple present tense in your daily life?

Material: (mandatory)

Board and scoreboard

Angie Viviana Soche Sanche

Nicole Dayanna Rico Mancera

Loren Daniela Romero Jiménez

This poster is a summary of a research problem that may arise in the classroom and when teaching students.

The artificial intelligence tool I chose was Quizlet.
The topic to be addressed is: family members.
The skills that students develop with this activity is Vocabulary and pronunciation.
Learning objective : Students will be able to identify and correctly name family members in English, using flashcards to reinforce their vocabulary and pronunciation.
Already having the flashcards of the family members, students will study using the different study options offered by Quizlet, such as “Learn”, “Flashcards”, “Write”, “Spell”, and “Test”. After this activity is done, they form pairs and take turns showing the flashcards to their partner using the “Flashcards” function. One student shows the card with the name in English and the other must say the name in Spanish. Then, they switch roles.
At the end of the activity, there is a short oral and written assessment to check the students' learning. Such as telling them to write the names of family members in English and say them out loud.
Link:
https://quizlet.com/co/977950731/family-members-flash-cards/?funnelUUID=178eaa9e-25ae-4600-a912-0011fa510924

Identifying and knowing the different tools provided by AI is important because with the help of AI you can learn a second language, which is what you want.

This poster is a summary of a research problem focus into a problematic that affect the second language acquisicion (english)

Learning Objectives: 

1. Use the verb "to be" (ser/estar) more frequently in the affirmative, negative, and interrogative forms.  

2. Promote the capacity to recognize and employ the verb "to be" in a variety of situations and verb tenses. Develop the capacity to recognize and employ the verb "to be" in a variety of situations and verb tenses. 

3. Improve your comprehension of the verb "to be" conjugations in both straightforward and intricate statements and expressions. Maximize your comprehension of the verb "to be" conjugations in both basic and complex statements and expressions.  

4. Encourage students to use the word "to be" to construct sentences in both formal and informal settings.  

Introduction: 

Since it can convey identity, traits, states, feelings, and location, the verb "to be" is among the most significant and frequently used verbs in the English language. The purpose of this activity is to help students practice the proper conjugation and usage of this verb in various contexts. (interrogative, negative, and affirmative).  

The activity context isvia order to do this task, you will respond to a series of questions via Google Forms that require you to finish sentences, change phrases, or select the appropriate answers based on the verb "to be." Keep in mind that you need to use the appropriate verb form based on the sentence's topic and context. 

Instruction: 

1. Carefully read each question: Prior to responding, make sure you comprehend the context. While some questions are multiple-choice, others will need you to finish sentences. 

2. Finish the sentences: Write the responses with the appropriate verb "to be" forms. Am, is, are, was, were, and so on. 

3. Pick the appropriate choice: There will be some multiple-choice questions. 4. Select the response that best brings the statement to completion. 

5. Check your responses to make sure you have used the verb "to be" correctly before submitting the form.  

Situation 3: Speaking Skills

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 objectives:

Develop the communication and language skills learned before in class using in the conversation.

Act out and make sense of real-life situations inside a restaurant ordering food.

Explore, investigate and experiment the most common expressions used ordering food inside a restaurant.

Develop the social skills, as collaborate with others to create a realistic situation inside a restaurant ordering food.

Learning outcomes:

Identify products on a menu.

Know how to read a menu correctly.  Communicate respectfully with a waiter or waitress.

Request the food you want in a restaurant clearly.

Recognize the different measurements used in restaurants (cup, glass, end of meal, type of protein, etc.)

Recognize vocabulary related to food prepared in a restaurant.

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·         Identify the Learning Objective:

Learning Activity: Writing Workshop with GRAMMARLY Assistance

Learning objective: Develop writing skills, identifying grammatical errors and improving the clarity of texts with the assistance of AI Grammarly

Results: students will be able to write texts with better understanding and coherence, having the ability to correct graphic errors. thus applying their knowledge in writing

·         Activity Structure:

Introduction:  In this activity, you will work in groups of three people to write an essay in English on a topic of interest. Through this exercise, they will learn to properly structure an argumentative text in English, developing skills such as organizing ideas, constructing clear arguments, and correct use of grammar. In addition, they will use Grammarly as a support tool to identify and correct errors, improve style, and ensure text coherence.

Instructions:

1. Meet in teams of 3 members, choose a topic for your text of common interest, each member must contribute with a section or paragraph of the text, the text must have an introduction, development and conclusion, they must write a first draft in English of 200 to 300 words, then they must upload the text to Grammarly using a group account, each member must review and write down the most relevant suggestions they found.

2. Meet as a group to discuss the suggestions provided by Grammarly, decide together which corrections to apply and which to reject, justifying your decisions, review and adjust the text until you are satisfied with the final result.

3. Write the final version of the revised text, you must prepare a brief explanation of: What you learned from using Grammarly and the revision process, finally, present your final text and explanation to the rest of the class.

Practice:

Exercise 1:  Write paragraphs (150-200 words) in English describing a place you would like to visit and why, then upload the text to Grammarly, review the suggestions and corrections, finishing you should review how many corrections there were this time, to observe the progress in the improvements obtained.

Develop content:

Reflection question: What common errors did you find in your text? What changes made the paragraph clearer and more precise?

Multimedia: Watch this video on how to use Grammarly https://www.youtube.com/watch?v=syLGlHLAJls ,Take a moment to apply the tips in the video while improving your paragraph.

Link of  https://www.grammarly.com/

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Link: https://unadvirtualedu-my.sharepoint.com/:p:/g/personal/ldromeroji_unadvirtual_edu_co/EYiV-ehNG_xMrmsmbeuZQKMBwGVANvvH9L_T9GSEthxyGw?e=C105eK

Learning Activity: Use of Verbs in the Past Tense

Learning objective: Students will be able to correctly use past tense verbs in sentences, thus improving their ability to narrate past events and experiences.

· Activity Structure:

Introduction:  In this activity, we will explore the use of verbs in the past tense. We will learn how to transform verbs into their past form and how to use them in sentences to describe events that have already occurred. This skill is essential for telling stories and sharing experiences.

Instructions:

1. Initial review: Start by reviewing the conjugation of regular and irregular verbs in the past tense. You can consult examples provided by ChatGPT.

2. Conversation exercise: Open ChatGPT and write a brief description of an event that happened to you last week (for example, "Last Friday, I went to the cinema.") ask ChatGPT to help you convert your sentences to the past tense if necessary.

3. Interactive Practice:

· Start a conversation with ChatGPT about a specific topic, such as "my vacation" or "a special day."

· Use at least five verbs in the past tense during the conversation. For example, "I traveled to the beach and swam in the sea."

· Ask ChatGPT to correct you if you make mistakes in verb conjugation or sentence structure.

4. Final reflection: After the conversation, write a brief summary of what you learned about using the past tense and how you felt about using it.

Practice:

Exercise 1: Write three sentences using regular past tense verbs. For example: “Yesterday I played soccer”:

Exercise 2: Write three sentences using irregular verbs in the past tense. For example:  “Last week, I ate pizza”.

Exercise 3: Have a conversation with ChatGPT about a significant event in your life, making sure to include several past tense verbs.

Feedback:

Automatic Feedback: At the end of each exercise, ChatGPT will provide corrections and suggestions on the correct use of past tense verbs.

· Develop Content:

Indications for the Exercises:

Exercise 1: Transform the following sentences into the past:

- “I play basketball every Saturday.”

-  “We eat pizza on Fridays.”

Exercise 2: Complete the following sentences with the correct form of the verb in the past:

- “Yesterday, they (go) __________ to the store.”

- “Last year, I (take) __________ a trip to Spain.”

Exercise 3: Describe an event using at least five past tense verbs and share it with ChatGPT.

AI Features:

- Use ChatGPT for additional examples of past tense verbs.

- Allow ChatGPT to generate questions to guide the conversation and keep it flowing.

- Take advantage of automatic corrections to improve your writing and understanding of past tense usage.

Link of ChatGPT: https://chatgpt.com/