Hi! Ernesto:

Well done !

I think you should have included all the worksheets in roder to check them and it would have been nice to see the rubrics for every activity

Evaluation criteria

rubrics for every activity

Target Group:A1/A2 ESL students Duration: 4 weeks (3–4 sessions per week) Method: Problem-Based Learning (PBL)

General Goal Students will develop clearer, more confident communication skills by expanding vocabulary, correcting improper word usage, understanding slang and double-meaning words, and practicing effective speaking strategies.

Week Focus Topic Total Activities Week 1 Vocabulary + identifying problems 14 activities Week 2 Slang + double meanings + context 11 activities Week 3 Communication strategies + confidence 12 activities Week 4 Presentations + reflection + analysis 11 activities

WEEK 1 — Understanding the Problem & Building Vocabulary Foundations Week Goal: Students identify communication problems and begin strengthening vocabulary through structured routines.

Session 1: Introduction to the Communication Problem Objectives:  Identify communication challenges (shyness, slang misuse, lack of vocabulary).  Activate prior knowledge. Activities: 1. Warm-up discussion: “What makes communication difficult?” 2. Brainstorm problems (shyness, lack of knowledge, slang, double meanings). 3. Introduce the project challenge. 4. Students write a short reflection on their personal communication difficulties. Assessment: Participation, reflection journal.

Session 2: Vocabulary Diagnostic + 10 Words a Day System Objectives:  Diagnose students’ vocabulary level.  Begin vocabulary improvement routine. Activities: 1. Mini test on vocabulary comprehension. 2. Introduce the “10 Words a Day” method. 3. Students choose 10 words and create flashcards. 4. Pair activity: practice using the new words in sentences. Assessment: Flashcards + 5-sentence mini-task.

Session 3: Correct and Incorrect Word Usage Objectives:  Identify improper word use in daily speech.  Learn to choose clearer alternatives. Activities: 1. Teacher gives examples of incorrect usage. 2. Students correct phrases in pairs. 3. Short oral practice activity. Assessment: Corrected worksheet.

Session 4: Research Skills Introduction Objectives:  Teach students to research vocabulary and communication topics.  Use dictionaries and reliable sources. Activities: 1. Show how to use online dictionaries and examples. 2. Students research 5 slang words and find their proper alternatives. 3. Share findings in small groups. Assessment: Slang-to-academic vocabulary chart.

WEEK 2 — Understanding Slang, Double Meanings & Context Week Goal: Students analyze slang, double-meaning words, and communication in context.

Session 1: Slang vs. Academic English Objectives:  Identify when slang is appropriate and inappropriate.  Learn formal alternatives. Activities: 1. Slang sorting game. 2. Students rewrite slang phrases into academic forms. 3. Short oral presentation using corrected versions. Assessment: Slang correction worksheet.

Session 2: Double-Meaning Words Objectives:  Understand how context changes meaning.  Improve interpretation skills. Activities: 1. Teacher explains common double-meaning words (e.g., pitch, spring, bark). 2. Students create 2 sentences per word showing both meanings. 3. Pair discussion. Assessment: Sentence creation task.

Session 3: Tone, Context, and Miscommunication Objectives:  Recognize how tone affects communication.  Avoid misunderstandings. Activities: 1. Listen to short audio clips with different tones. 2. Students identify tone and intention. 3. Group activity: rephrase sentences with improved tone. Assessment: Tone evaluation chart.

Session 4: Mid-Project Research Assignment Objectives:  Develop independent inquiry skills.  Gather data for final project. Activities: 1. Students research a communication problem (e.g., slang misuse, shyness). 2. Students write 1-page research summary. Assessment: Submitted summary.

WEEK 3 — Applying Communication Strategies & Building Confidence Week Goal: Students practice speaking and presenting solutions, focusing on clarity and confidence.

Session 1: Speaking Strategies for Confidence Objectives:  Reduce shyness using strategies (eye contact, breathing, sentence starters). Activities: 1. Quick warm-up speeches (30 seconds). 2. Teach common sentence starters for clarity. 3. Small confidence-building drills. Assessment: Short recorded speech.

Session 2: Communication Toolkit Workshop Objectives:  Build a practical set of communication strategies. Activities: 1. Students create a “Communication Toolkit” (PDF/poster). 2. Toolkit includes: new vocabulary, tone tips, slang corrections, strategies. Assessment: Toolkit draft.

Session 3: Group Practice – Solving the Problem Objectives:  Apply vocabulary + strategies to solve communication issues. Activities: 1. Groups create a short scenario showing a communication problem. 2. They revise and perform a corrected version using improved skills. Assessment: Scenario demonstration.