Scenarios

Situation 1: Vocabulary Acquisition

• Scenario: Students need to learn vocabulary related to food and drinks.

Learning Objective (SMART):

By the end of this 60-minute lesson, students will be able to correctly identify and define 10 new words related to food and drinks in English, using images and simple sentences (Ex: This is a pizza. I would like a glass of water).

Learning Outcome:

Students will complete a matching worksheet with images and definitions of the 10 new words learned in English, achieving a minimum of 8 correct answers (80%).

Situation 2: Grammar Practice

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

Learning Objective (SMART):

Over the course of this 75-minute class, students will be able to correctly construct and use sentences in the simple past to narrate a simple personal event (Ex.: Yesterday I went to the park. I played with my friends).

Learning Outcome:

Students will participate in an individual oral storytelling activity, using the simple past tense to describe an event from their everyday life for 2 minutes. The evaluation considered grammatical accuracy in the use of the simple past (correctly conjugated verbs) and the clarity of the narration (80% comprehension).

Situation 3: Conversational Skills

• Scenario: Students will participate in a role-play to practice ordering food at a restaurant.

Learning Objective (SMART):

During this 90-minute session, students will be able to actively participate in a simulated restaurant role-play, using basic expressions to order food and drinks in English (Ex: Can I have a hamburger, please? I would like a glass of orange juice).

Learning Outcome:

Students will participate in a role-play in pairs, assuming roles of customer and waiter. The evaluation considered the correct use of expressions to order food and drinks (80%), fluency and clarity in communication (70%), and interaction with the partner (active participation).

Educational context: describes the environment, the level of competence of the students and any 
relevant background.
Time: The teaching unit has 4 sessions.
Learning objective and learning outcomes: The main learning objective was clearly established. 
and learning outcomes of the teaching unit.
Content to be addressed: A main topic to be covered is decided, outlining the
grammar points, vocabulary and language functions to be covered.
Learning activities: Activities are designed that involve students in learning. 
Receptive and productive skills.  
Evaluation activities: Formative and summative evaluation tasks are developed to 
evaluate student progress.
Self-assessment exercise: An activity is created where students can reflect on their 
learnings and identifying areas for improvement

by declaration, obtained from relevant academic sources.

This research is based on a real scenario in a specific place to address significant solutions to a problem.

Areas of improvement and adaptation of instructional practices in the teaching of English.

For this purpose, a multipoint work was consolidated that addresses didactics when learning a new language.

The references encompass essential concepts in lesson planning (Farrell & Ashcraft, 2024), crafting engaging learning objectives (Orr et al., 2022), and incorporating the communicative approach (Harmer, 2012). Additionally, they delve into topics like second language acquisition (Celce-Murcia, 1991) and the evolving nature of English in the globalized world (Kumar Bhowmik, 2015).

These resources go beyond theoretical frameworks, offering practical guidance on material design (Leon, 2022) and classroom observation techniques (Equipo Colaborativo, 2023). They also acknowledge the growing influence of technology in education, exploring the potential of AI in language learning (Almira, 2023; Pokrivčáková, 2019). This comprehensive collection equips educators with the knowledge and tools to create a dynamic and effective English language learning environment.