By the end of the lesson, students will be able to identify and use 10 new words related to food and drink in spoken and written sentences.

📚 Level: A2 (CEFR)

🧒 Age: 12 to 14 years old

🎯 Main skill: Speaking and Writing

🧠 Grammar: Present simple ("I like...", "I want...")

🔤 Vocabulary: Common words related to food and drinks (e.g. pizza, juice, salad, coffee).

🧩 Class structure

1. Warm-up: Picture Matching Game

Starter activity in which students match pictures of foods with their names. Activates prior knowledge.

📌 Materials: Flashcards with pictures and words.

2. Main Activities.

Pre-stage:

Teacher introduces new vocabulary with flashcards and students repeat aloud.

During-stage:

Activity 1 - Vocabulary practice:

Students form simple sentences such as "I like pizza" or "I drink juice".

📌 Materials: sentence strips and word cards.

Activity 2 - Role-Play:

They pretend to order food in a restaurant using sentences such as “Can I have...?”

📌 Material: menus, role cards with key situations and phrases.

3. Evaluation (Practice/Assessment):

Students present their role-plays and receive feedback from teacher and peers.

📌 Material: Flipchart or board to write down corrections.

✅ Closing of the class

Review of vocabulary learned and group reflection: each student mentions something he/she learned and something he/she struggled with.

📌 Material: Blackboard and reflection sheet (optional).

📚 Homework / Follow-up activity

Students design their own menu using at least five foods and three drinks.

📌 Material: Paper and colors (optional).

Includes:

Grammar: present simple vs. continuous, WH questions, expressions for opinion.

Skills: Listening, Reading, Writing, Speaking.

This resource presents a didactic proposal based on the Flipped Learning model, applied to the context of Nohemy, a ninth grade teacher in a public school. The objective is to transform her educational practice to foster active, collaborative and student-centered learning.

🧪 Pre-Class Phase: Autonomous digital resources

📹 Explanatory video (vocabulary and structures):

interactive Prezi

🧩 Digital practice exercises (Educaplay):

Matching: Emotions & Traits https://es.educaplay.com/recursos-educativos/23605422- emotions_and_traits_matching_game.html

Fill in the blanks: Emotions and Descriptions

https://es.educaplay.com/recursos-educativos/23605460- fill_in_the_blanks_emotions_and_descriptions.html

Word search: Word soup

https://es.educaplay.com/recursos-educativos/23605472- emotions_and_characteristics_word_search.html

🏫 In-class phase: Application of knowledge

🎯 General objective:

Apply vocabulary and grammatical structures to describe people and emotions, in English, through collaborative dynamics.

🧩 In-class activities:

🎭 Role Play - "Guess Who?"

Describe a character (appearance/emotion) and guess who it is.

Skills: oral production, listening comprehension, collaborative work.

🎲 Board game - "Emotion Race."

Game with board and cards of oral challenges.

Skills: oral expression, quick thinking, vocabulary in context.

🖼️ "My Classmate's Portrait".

Description of a classmate using worked structures.

Skills: oral production, positive interaction, correct use of structures.

📊 Closing and evaluation

Co-evaluation rubric (self and peer) with simple criteria:

Did you use vocabulary correctly?

Did you pronounce clearly?

Did you actively participate?

Did you help your partner?

The article by Yolcu (2023) discusses how Artificial General Intelligence (AGI) is transforming the educational environment, especially the role of the teacher. It highlights that, with the increasing ability of AI to deliver content, correct assignments, and personalize learning, the role of the teacher is no longer limited to conveying information. Instead, he/she becomes a mediator, guide and designer of meaningful experiences, capable of integrating technology in favor of the student's integral development.

AI does not replace the teacher, but it does profoundly modify his or her functions. Now, the educator must develop digital skills, critical thinking and a reflective attitude towards the use of technology. Their role is more focused on accompanying processes, fostering student autonomy and creating collaborative learning environments. Empathy, ethics and creativity become essential qualities of the new teaching profile in the era of artificial intelligence.

I believe that the use of AI in education is a great opportunity to improve the quality of learning, as long as it is used responsibly. As future teachers, we must prepare ourselves to use these tools not only as technical support, but also as a bridge to a more personalized, inclusive and motivating education. In this new scenario, the teacher does not lose his or her importance, but is strengthened as a pedagogical and human leader.