<<<<<||-----1.txt-----||>>>>>
đź“š Lesson Plan: English Language - Describing People (A2 Level)
Target group: 12–14-year-old ESL students (A2 level)
Class duration: 60 minutes
Topic: Describing People Using Adjectives
🎯 Lesson Objectives:
By the end of this lesson, students will be able to:
Identify and use common adjectives to describe people’s physical appearance and personality.
Collaborate with peers in an interactive task to describe a person using accurate vocabulary.
Engage with a digital tool (e.g., Wordwall or Quizlet) to reinforce vocabulary through gamified practice.
🧩 Innovative Didactic Strategies Applied:
Gamification: Vocabulary games using Wordwall (matching, spin wheel, or time challenge).
Collaborative Learning: Group task designing and presenting a character.
Digital Tools: Use of Quizlet flashcards and Wordwall interactive games.
đź“‹ Step-by-Step Instructions:
1. Warm-up (10 minutes)
Activity: “Guess Who?”
The teacher shows pixelated or blurred photos of celebrities.
Students guess who it is, based on clues like: “She has long, curly brown hair” or “He is tall and funny.”
2. Vocabulary Presentation (10 minutes)
Tool: Quizlet live flashcards (projected or in small groups).
Students learn and review 15 key adjectives (tall, short, kind, shy, outgoing, etc.).
Play a Quizlet match race in pairs.
3. Practice (15 minutes)
Activity: Group Character Creation
In groups of 3–4, students create a character using at least 10 adjectives.
They draw their character (can use online avatar creators like AvatarMaker.com) and describe them in writing.
4. Gamified Review (10 minutes)
Tool: Wordwall game
Use a "Spin the Wheel" or matching game with adjectives.
Played in pairs for points.
5. Presentation & Feedback (10 minutes)
Groups present their characters to the class.
Teacher and classmates give brief positive feedback.
6. Exit Ticket (5 minutes)
Activity: One-sentence description
Each student writes one sentence to describe a person (can be real or fictional), using at least two adjectives.
<<<------------------->>>
<<<<<||-----2.txt-----||>>>>>
| Criteria | Excellent (5) | Good (4) | Satisfactory (3) | Needs Improvement (1-2) |
| -------------------------------- | ------------- | -------- | ---------------- | ----------------------- |
| Use of vocabulary | | | | |
| Collaboration with peers | | | | |
| Clarity of character description | | | | |
| Participation in digital tasks | | | | |
<<<------------------->>>
<<<<<||-----A.I TESTING .txt-----||>>>>>
🤖 AI Testing: ChatGPT as a Student
Prompt Given to AI (as a student):
"Create a fictional character using at least 10 adjectives to describe appearance and personality."
ChatGPT's Response:
My character's name is Zara. She is tall and slim, with long, curly red hair. She wears glasses and has a cheerful smile. Zara is kind, organized, creative, funny, and very responsible. She loves helping her classmates and always finishes her homework on time.
🔍 Reflection on AI’s Effectiveness as a Student
Using ChatGPT as a simulated student was helpful for:
Testing instructions: The AI followed them clearly and quickly.
Providing a model response: It created a complete, grammatically accurate description.
Time-saving: Allowed quick verification of activity clarity before using it with real students.
However, AI lacks:
Natural variation in understanding or mistakes that real students often make.
Non-verbal engagement and collaborative dynamics, which are crucial for evaluating group activities.
Creativity limits: While AI gives strong answers, student creativity might be more spontaneous or culturally specific.
<<<------------------->>>
<<<<<||-----New Text Document.txt-----||>>>>>
2.3.1 Activity. Innovative Didactic Strategies Lesson Plan
Requisitos de finalizaciĂłn
Hecho: Ver
Por hacer: Hacer un envĂo
Por hacer: Recibir una calificaciĂłn
Cierre: domingo, 15 de junio de 2025, 23:59
By designing a lesson plan that incorporates innovative strategies and testing it with AI, you’ll deepen your understanding of how these tools work in practice. You’ll also reflect on how student responses differ between real and virtual learners.
Learning objective:
To develop a lesson plan that applies innovative didactic strategies in a practical teaching context.
Instructions:
Gather the information from the previous activity and the designed mind map.
Design a lesson plan that integrates the principles, characteristics, and classroom applications of the innovative didactic strategies reviewed.
Gamification, collaborative activities, or digital tools.
Choose any topic and target students.
Include activities aligned to the strategies, clear objectives, interactive activities, and assessment strategies.
Include clear objectives, step-by-step instructions, and assessment criteria.
Use an AI assistant, like ChatGPT or POE, to play the role of a student and test your lesson plan before applying it to real students.
Write a reflection on AI’s effectiveness as a student. Comparing AI and real students' responses.
Include your references according to APA format.
Deliver your work on time in the corresponding space.
Product to be delivered
Lesson Plan and Reflection.
Evaluation criteria
Criterion
Score
The lesson plan effectively incorporates gamification, collaborative activities, and/or digital tools, ensuring these strategies are applied in a practical, engaging way to promote student interaction.
25%
The lesson plan includes clear, measurable objectives and step-by-step instructions for activities, ensuring they are aligned with the innovative strategies and easy for the teacher to follow.
20%
The lesson plan includes interactive, student-centered activities that foster engagement and collaboration, promoting active learning and participation.
20%
The plan provides clear assessment strategies and criteria that are aligned with the objectives and activities, enabling the teacher to evaluate student performance effectively.
15%
The reflection thoughtfully compares the responses of AI as a student to real student responses, analyzing the effectiveness of AI in simulating real student behavior and identifying differences.
10%
Trustworthy sources are used to support the lesson plan and reflection, with accurate APA citations included for all references.
5%
The lesson plan and reflection are submitted on time, in the correct format, and according to the instructions provided.
5%
Total
100%
Resources:
Larsen-Freeman, D. & Anderson, M. (2011). The Grammar-Translation. In Techniques & Principles in Language teaching (3rd. edition, 229-271). Oxford University Press. https://acasearch.wordpress.com/wp-content/uploads/2015/03/techniques-in-language-teaching.pdf
Innovative strategies for teaching English language learners. (n.d.). www.umassglobal.edu. https://www.umassglobal.edu/news-and-events/blog/innovative-strategies-for-english-language-learners
Innovative Teaching Methods in English Language Programs – ITEP. (2024). https://www.itepexam.com/innovative-teaching-methods-in-english-language-programs/
Estado de la entrega
Estado de la entrega TodavĂa no se han realizado envĂos
Estado de la calificaciĂłn Sin calificar
Tiempo restante La Tarea está retrasada por: 32 dĂas 20 horas
Ăšltima modificaciĂłn -
Comentarios de la entrega
Comentarios (0)
<<<------------------->>>
<<<<<||-----REFERENCES.txt-----||>>>>>
Conclusion: AI is useful for lesson validation, but should not replace real classroom testing.
đź“š APA References:
Deterding, D., & Kirkpatrick, A. (2006). Emerging South-East Asian Englishes and intelligibility. World Englishes, 25(3-4), 391–409.
Willis, J. (1996). A framework for task-based learning. Longman.
Prensky, M. (2001). Digital game-based learning. McGraw-Hill.
Bridge Education Group. (n.d.). What is Task-Based Learning? A guide to the popular teaching method. Retrieved from https://bridge.edu/tefl/blog/what-is-task-based-learning/
Quizlet. (n.d.). Learn vocabulary, terms, and more with flashcards. Retrieved from https://quizlet.com/
Wordwall. (n.d.). Create custom teaching resources. Retrieved from https://wordwall.net/