Lead-in
| Aims | Teacher-Students Interactions (description of activities and types of interactions) | Skill focus (+G/V) | Teaching methods | AI Tool & Other Materials | Time |
|---|---|---|---|---|---|
| Introducing the concept of Erasmus+ and Student Exchange Programs Activating prior knowledge and introducing key vocabulary about Erasmus+ and Student Exchange Programs in an engaging way Setting the context for further reading in the domain of Erasmus+ and Student Exchange Programs and grammar exercises. |
Activity 1 (R&V, R&G) Step 1: AI-Generated Word Cloud (2 min) - [T>Ss] The teacher displays a word cloud generated by Educaplay or another AI tool with key terms related to Erasmus+ and Student Exchange Programs, such as:exchange program, scholarship, host institution, cultural adaptation, grant, academic transcript, visa requirements. Students predict meanings or group them into "familiar" vs. "new" words. Step 2: Quick Question (3 min) - [T>Ss, S>S] The teacher asks a question and elicits quick responses:What challenges do students face when studying abroad? Pair work (S>S): Students briefly discuss in pairs and share one challenge they thought of. The teacher briefly introduces the upcoming reading text (generated by Twee in the next stage). |
Reading & Vocabulary (R&V), Reading & Grammar (R&G) | * AI-supported vocabulary activation (using Educaplay for generation of word cloud on Erasmus+ and Student Exchange Programs) Elicitation & brainstorming (students predict word meanings and categorize them) * Pair discussion (students discuss challenges of mobility in education) * Interactive questioning (teacher facilitates discussion based on AI-generated vocabulary on Erasmus+ and Student Exchange Programs) |
Educaplay | 10mins |
| Activating prior knowledge about financial support for studying abroad. Introducing key academic and financial vocabulary in an engaging way. Setting the context for further reading and grammar activities. | Activity 2 PART A: 1. Students read a Twee -generated passage on a related mobility topic (e.g., international internships, student travel grants). 2. They use Text Inspector to analyze text complexity and identify new academic words. 3. Students create a short glossary with 5 new words, including definitions and example sentences. PART B: 1. Students input 5 sentences from the new reading passage into Grammarly to check their structure and analyze grammatical patterns (e.g., tenses, prepositions, sentence structure). 2. They complete a customized PrepAI - generated grammar quiz focusing on common grammar points from the lesson. |
PART A: Reading + Vocabulary PART B: Reading + Grammar | PART A: Independent AI-enhanced reading. Text complexity analysis. Vocabulary building. PART B: AI-driven grammar self-correction Independent quiz-based learning | PART A: Twee (Reading Passage), Text Inspector (Lexical Analysis) PART B: Grammarly (Grammar Review), Prep AI (Custom Quiz) |
10 min |
| Activating prior knowledge about virtual and hybrid mobility in education. Introducing key technology-related vocabulary interactively. Setting the context for further reading and grammar activities. | Activity 3 (R&V, R&G) PART A: AI-Powered Prediction Task (YouLearn + Mentimeter Poll) 1. Video Introduction (YouLearn.ai): The teacher plays a short AI-generated summary of a TED Talk on virtual exchange programs. 2. Mentimeter Poll (T>Ss): Students answer the question "What are the advantages and disadvantages of virtual mobility?" 3. Pair Discussion (S>S): Students compare their answers and predict the reading topic based on key ideas from the video. PART B: AI-Generated Quick Reading Task (Text Simplification & CEFR Analysis) 1. Teacher presents a short AI-generated reading passage using Revita, covering the concept of hybrid learning models and virtual student exchanges. 2. Text Complexity Analysis (Text Inspector): Students analyze the CEFR level, readability and key vocabulary density. 3. Group Discussion (S>S, Ss>T): Students reflect on what makes a text more complex and discuss how grammar structures differ across CEFR levels. |
PART A: Reading + Vocabulary PART B: Reading + Grammar |
PART A: AI-driven video summary - Prediction task - Pair discussion PART B: AI-powered reading & analysis - Vocabulary in context - Complexity differentiation |
PART A: YouLearn.ai (TED Talk Summary), Mentimeter (Poll & Word Cloud) PART B: Revita (Reading Passage), Text Inspector (CEFR & Lexical Analysis) |
10 min |
| Activating prior knowledge on brain drain and brain gain and how educational mobility affects labor markets. Introducing key economic and migration-related vocabulary in a collaborative and interactive way. Setting the context for further reading and grammar activities. | Activity 4 (R&V, R&G) PART A: AI-Generated Interactive Concept Map & Group Prediction Task 1. AI-Generated Word Web (Text Inspector + Educaplay): The teacher presents an AI-generated word map with key terms related to brain drain and brain gain (e.g., skilled migration, knowledge economy, remittances, innovation hubs ). 2. Group Categorization Task (S>Ss): In small groups, students categorize the terms into Brain Drain (negative effects) and Brain Gain (positive effects). 3. Class Discussion (Ss>T): Each group explains their reasoning, and the teacher clarifies new terms with ChatGPT-generated explanations & synonyms. PART B: 1. Pre-Reading Prediction Task (Mentimeter Poll). Before giving students a reading passage, the teacher introduces the topic in a general way. Using Mentimeter, students predict what arguments will be made in the reading passage based on their prior knowledge and the word map from Part A. The poll includes multiple-choice options, such as: "Brain drain is entirely negative. "Brain drain has both positive and negative effects." "Brain drain is beneficial because it leads to knowledge exchange." 2. AI-Generated News Article (Twee). After making predictions, students read the AI-generated article that either confirms or challenges their initial assumptions.The text explores different perspectives, ensuring not all students’ predictions were necessarily correct. 3. Class Debrief (T>Ss). After reading, students reflect on whether their predictions were accurate.The teacher facilitates a whole-class discussion, prompting questions such as: "Which parts of your predictions were accurate? Why?" "What new ideas did the article introduce?" "Was there a perspective you hadn’t considered before?" | PART A: Reading + Vocabulary PART B: Reading + Grammar | PART A: AI-driven vocabulary activation - Group-based prediction - Context-based learning PART B: AI-powered reading comprehension - Predictive analysis - Argumentation skills |
PART A: Text Inspector (AI Word Map), Educaplay (Interactive Categorization), ChatGPT (Explanations & Synonyms) PART B: Mentimeter (Prediction Poll), Twee (AI Article Generator). |
10 min |
| Activating prior knowledge about academic credit transfer and recognition of qualifications. Introducing key academic and bureaucratic terminology interactively. Setting the context for further reading and grammar activities. |
Activity 5 (R&V, R&G) PART A: AI-Powered Simulation & Interactive Polling 1. AI-Generated Scenario (ChatGPT): The teacher presents an AI-generated case study of a student attempting to transfer Erasmus+ credits to their home university but facing challenges. 2. Mentimeter Poll (T>Ss): Students answer the poll question: "What challenges do students face when transferring academic credits?" and select common obstacles ( e.g., credit mismatch, university policies, accreditation issues, paperwork delays, recognition problems, etc. ). 3. Group Discussion (S>Ss, Ss>T): Students brainstorm possible solutions and discuss how they predict the topic will be addressed in the reading text. PART B: AI-Generated Short Reading with Error Identification Task 1. AI-Generated Short Reading (Twee): Students read a short AI-generated article explaining how ECTS (European Credit Transfer and Accumulation System) works. 2. Text Error Detection Task (Grammarly + Peer Review): The reading passage contains deliberate vocabulary and grammar errors related to academic credit recognition ( e.g., incorrect use of academic terminology, passive voice misuse, misplaced prepositions in bureaucratic forms ). 3. Pair Work (S>S): Students use Grammarly to detect errors, correct them, and discuss why their corrections improve clarity and accuracy |
PART A: Reading + Vocabulary PART B: Reading + Grammar | PART A: AI-driven real-life scenario - Poll-based engagement - Group problem-solving. PART B: AI-assisted error detection - Academic vocabulary precision - Grammar accuracy |
PART A: ChatGPT (Scenario Generator), Mentimeter (Polling & Brainstorming) PART B: Twee (AI Reading Generator), Grammarly (Error Detection & Correction) |
10 min |
Teaching
| Aims | Teacher-Students Interactions (description of activities and types of interactions) | Skill focus (+G/V) | Teaching methods | AI Tool & Other Materials | Time |
|---|---|---|---|---|---|
| Introducing key concepts and vocabulary related to Erasmus+ and Student Exchange Programs. Explaining and analyze grammatical structures in the reading passage. Developing students’ ability to recognize and understand academic vocabulary and complex sentence structures. |
Activity 1 PART A – R+V 1. The teacher introduces the topic of mobility with a short AI-generated reading passage (using Twee) about Erasmus+ and student exchanges. 2. Students read the passage silently, focusing on new words and structures. 3. The teacher guides a discussion (T>Ss) about key terms ( exchange program, scholarship, adaptation, host university, academic transcript, funding ). 4. The teacher explains definitions and provides examples. PART B – R+G 1. The teacher extracts complex sentences from the reading passage and highlights grammar structures (e.g., verb tenses, prepositions, passive voice ). 2. Teacher-led explanation: Why are certain forms used? What happens if we change them? 3. Students take notes as the teacher explains sentence structure and grammar rules. 4. Example sentence breakdown on board, analyzing sentence structure step by step (T>S). |
PART A: Reading + Vocabulary PART B: Reading + Grammar |
PART A - Teacher-guided reading - Explanation of key vocabulary - Contextual discussion PART B -Teacher-led grammar explanation - Sentence breakdown - Note-taking |
PART A: Twee (AI-generated passage), Printed copies or projector display PART B: Twee (for sentence extraction), Digital whiteboard or printed worksheets |
PART A: 10 min PART B: 10 min |
| Introducing key academic and financial vocabulary related to scholarships. Developing students' ability to analyze vocabulary in context and recognize grammar structures. Improving reading comprehension by engaging with AI-generated texts on scholarships. |
Activity 2 PART A: Reading + Vocabulary 1. Teacher provides a Twee -generated reading passage, covering the types of scholarships (merit-based, need-based, sports, research grants, etc.) and financial aid options. 2. Students read the passage silently and highlight unknown words. 3. Vocabulary Matching Task (Educaplay): Students match scholarship-related words ( tuition, grant, financial aid, stipend, eligibility, application process, deadline ) with definitions in a digital matching activity. 4. Class Discussion (T>S, S>S): The teacher clarifies difficult terms and provides contextual examples. PART B: Reading + Grammar 1. Teacher extracts complex sentences from the passage and removes prepositions, verb tenses, or conjunctions. 2. Students complete a Fill-in-the-Blank exercise using Educaplay, choosing the correct grammar structures within the context of the scholarship text. 3. Peer Review (S>S): Students compare answers and discuss why certain grammatical forms are correct. 4. Teacher Explanation (T>Ss): The teacher reviews common errors, focusing on conditional sentences (e.g., If you receive a scholarship, you will… ) and passive voice (e.g., The scholarship is awarded to… ). |
PART A: Reading + Vocabulary PART B: Reading + Grammar |
PART A - AI-enhanced reading comprehension - Vocabulary analysis - Pair discussion PART B - Grammar in context - Error correction - Sentence analysis |
PART A: Twee (Reading Passage), Educaplay (Vocabulary Matching Activity) PART B: Twee (Sentence Extraction), Educaplay (Grammar Exercise) |
PART A: 10 min PART B: 10 min |
| Introducing key vocabulary related to virtual and hybrid mobility in education. Developing students' ability to analyze AI-generated texts and extract meaning from contextual clues. Reinforcing grammar structures commonly used in discussions about digital education. |
Activity 3 PART A: AI-Generated Reading Analysis & Vocabulary Extraction 1. Twee - Generated Informational Text: The teacher presents a reading passage on virtual and hybrid mobility (covering online exchange programs, digital classrooms, and global learning platforms). 2. Vocabulary in Context (ChatGPT – Synonym & Definition Expansion): Students highlight unknown words and use ChatGPT’s paraphrasing feature to generate synonyms, definitions, and example sentences. 3. Pair Work (S>S): Students compare their paraphrases, discussing why specific synonyms fit different contexts. PART B: Grammar Awareness in AI-Generated Texts (Passive Voice & Modal Verbs) 1. Grammar in Context (Revita AI Exercise): The teacher extracts sentences from the reading passage and uses Revita to create grammar-focused interactive exercises (e.g., recognizing passive structures and modal verbs in formal writing ). 2. Fill-in-the-Blanks (Educaplay Quiz): Students complete AI-generated fill-in-the-blank tasks where they insert missing modal verbs and passive constructions (e.g., "Hybrid courses ___ (must/should/could) be completed with in-person assessments."). 3. Class Discussion (Ss>T): Teacher-led review of common mistakes and real-world applications of these grammar structures in academic writing. |
PART A: Reading + Vocabulary PART B: Reading + Grammar |
PART A - AI-enhanced text comprehension - Context-based vocabulary expansion - Peer discussion PART B - AI-driven grammar awareness - Interactive fill-in-the-blanks - Real-world application |
PART A: Twee (Reading Passage), ChatGPT (Paraphrasing & Synonym Generator) PART B: Revita (Grammar Extraction), Educaplay (Grammar Quiz Generator) |
PART A: 10 min PART B: 10 min |
| Developing students’ understanding of key arguments in brain drain vs. brain gain discussions. Introducing and analyzing complex migration-related vocabulary. Identifying and explaining causal and conditional grammar structures commonly used in policy and economic analysis. |
Activity 4 PART A: AI-Generated Argument Analysis & Vocabulary Extraction 1. AI-Generated Argumentative Text (Twee): The teacher provides an AI-generated reading passage contrasting brain drain’s economic drawbacks with brain gain’s benefits for innovation and research. 2. AI-Generated Key Term Extraction (Text Inspector): Students analyze the passage in Text Inspector, which highlights academic and technical vocabulary ( e.g., knowledge economy, remittances, policy incentives, reverse migration ). 3. Pair Work (S>S): Students paraphrase 5 extracted key terms using ChatGPT-generated synonyms and contextual sentences. PART B: AI-Powered Grammar Analysis (Causal & Conditional Structures) 1. Sentence Breakdown (Revita AI): The teacher extracts sentences from the AI-generated text and uses Revita AI to create interactive grammar-focused exercises (e.g., cause-effect phrases, conditional clauses: "If skilled workers leave, the local economy will suffer." ). 2. AI Grammar Quiz (Educaplay): Students complete an interactive quiz with fill-in-the-blank and sentence rearrangement tasks focused on causal and conditional structures. 3. Peer Correction & Class Discussion (S>S, Ss>T): Students review answers in pairs and discuss the real-world impact of these grammatical structures in policy writing. |
PART A: Reading + Vocabulary PART B: Reading + Grammar |
PART A - AI-enhanced text comprehension - Argument identification - Academic vocabulary expansion PART B - AI-enhanced grammar awareness - Conditional & cause-effect analysis - Peer discussion & correction |
PART A: Twee (Reading Passage), Text Inspector (Lexical Analysis), ChatGPT (Paraphrasing & Contextualization) PART B: Revita (Grammar Extraction), Educaplay (Grammar Quiz Generator) |
PART A: 10 min PART B: 10 min |
| Help students understand academic and bureaucratic vocabulary in credit recognition processes. Develop text structure analysis skills for formal academic policies. Identify and analyze modal verbs for obligation and permission commonly found in official documents. |
Activity 5 PART A: AI-Generated Document Analysis ( Formal Writing & Bureaucratic Vocabulary ) 1. AI-Generated Formal Document (Twee): Students analyze an AI-generated excerpt from a university credit transfer policy explaining requirements for recognizing foreign academic qualifications. 2. Key Term Extraction (Text Inspector): Students identify specialized academic terms ( e.g., accreditation, equivalency, exemption, validation, provisional approval ) and compare their definitions using AI-generated explanations in ChatGPT. 3. Pair Discussion (S>S): Students rephrase complex bureaucratic statements into simpler academic English while maintaining formality. PART B: AI-Powered Grammar Exploration ( Modals for Obligation & Permission ) 1. Grammar Extraction Task (Revita AI): The teacher extracts sentences from the policy document and uses Revita AI to create interactive exercises focusing on modal verbs used in formal writing ( e.g., "Applicants must submit transcripts before evaluation," "Universities may accept equivalent coursework."). 2. AI-Generated Gap-Fill (Educaplay): Students complete a fill-in-the-blank exercise where they insert the correct modal verb based on contextual obligation or permission. 3. Group Reflection (Ss>Ss, Ss>T): Students compare answers, discuss modal verb nuances, and identify differences between legal/bureaucratic obligation ("must, shall") vs. academic permissions ("may, can, could"). |
PART A: Reading + Vocabulary PART B: Reading + Grammar |
PART A - AI-assisted text analysis - Formal vs. informal writing comparison - Precision in bureaucratic language PART B - AI-powered grammar comprehension - Bureaucratic modal verb usage - Error analysis & revision |
PART A: Twee (AI Formal Text Generator), Text Inspector (Lexical Analysis), ChatGPT (Paraphrasing & Explanation Tool) PART B: Revita (Grammar Exercise Generator), Educaplay (AI Grammar Quiz Generator) |
PART A: 10 min PART B: 10 min |
Practice
| Aims | Teacher-Students Interactions (description of activities and types of interactions) | Skill focus (+G/V) | Teaching methods | AI Tool & Other Materials | Time |
|---|---|---|---|---|---|
| Reinforcing key vocabulary related to mobility through interactive exercises. Applying grammatical structures in context by completing exercises based on the reading passage. Developing reading comprehension and analytical skills. |
Activity 1 PART A 1. Matching Game (Educaplay): Students work in pairs (S>S) to match key terms from the reading passage with their definitions using an AI-generated interactive vocabulary game. 2. Gap-Fill Exercise (Twee): Students complete a fill-in-the-blanks activity where they insert missing vocabulary words into sentences. 3. Pair Review: Students check each other’s answers before discussing them as a class. PART B 1. Sentence Reconstruction (Twee): Students receive scrambled sentences based on the AI-generated reading passage and must rearrange them into correct grammatical structures in small groups (S>Ss). 2. AI-Generated Grammar Quiz (PrepAI): The teacher uses PrepAI to generate a quick grammar quiz focusing on verb tenses and prepositions from the passage. 3. Peer Review and discussion: Students check answers in pairs and discuss common mistakes. |
PART A: Reading + Vocabulary PART B: Reading + Grammar |
PART A: - Interactive vocabulary practice - Pair collaboration - Contextual word use PART B: - Grammar in context - Sentence manipulation - AI-supported self-assessment |
PART A: Educaplay (Matching), Twee (Gap-Fill Generator) PART B: Twee (Sentence Scramble), PrepAI (Quiz Generator) |
PART A: 10 min PART B: 10 min |
| Strengthening vocabulary acquisition by using scholarship-related terms in different contexts. Reinforcing grammatical structures in a reading-based interactive format. Improveing reading comprehension through AI-generated exercises. |
Activity 2 PART A 1. Twee generates a scholarship-related reading passage with key vocabulary words missing. 2. Students complete the cloze test (gap-fill) by selecting the correct missing words. 3. Peer Check (S>S): Students compare answers in pairs and explain their choices. 4. Class Discussion (Ss>T): Teacher reveals correct answers, discussing why certain words fit best in specific contexts. PART B AI-Generated Grammar Quiz (Prepositions, Conditionals & Passive Voice in Scholarship Applications) 1. PrepAI generates a quick multiple-choice grammar quiz based on the reading passage. 2. Students complete the quiz individually and then compare answers in pairs (S>S). 3. Teacher-Led Review (T>Ss): The teacher goes over the most commonly missed questions, explaining key grammar rules, focusing on: - Prepositions in scholarship applications (apply for a scholarship, eligible for funding). - Conditional Sentences (If you meet the requirements, you will be considered). - Passive Voice in Academic Writing (The grant is awarded to outstanding applicants). |
PART A: Reading + Vocabulary PART B: Reading + Grammar |
PART A: - AI-enhanced cloze test - Contextual vocabulary reinforcement - Peer discussion PART B: - AI-generated quiz - Individual practice - Teacher-led clarification |
PART A: Twee (Cloze Test Generator) PART B: PrepAI (Grammar Quiz Generator) |
PART A: 10 mins PART B: 10 mins |
| Reinforcing vocabulary acquisition by applying virtual mobility-related terms in different contexts. Strengthening students' ability to identify and use grammar structures (passive voice, modal verbs) in real-world applications. Improving reading comprehension through AI-generated interactive tasks. |
Activity 3 PART A AI-Generated Contextual Vocabulary Application (Quiz & Matching Task) 1. AI-Generated Matching Quiz (PrepAI): Students complete a multiple-choice quiz where they match key virtual mobility-related words (e.g., synchronous learning, asynchronous, LMS, remote access, digital certification) with definitions. 2. Sentence Completion Task (Educaplay): Students receive sentences with missing academic words and use context clues to fill in the blanks (e.g., "Many students prefer ____ learning because it allows them to study at their own pace."). 3. Pair Review (S>S): Students compare answers, discuss why certain words fit better, and use AI-generated examples from ChatGPT to reinforce meaning. PART B Grammar Application Through AI-Powered Error Detection 1. Text Editing Challenge (Grammarly & ChatGPT): Students receive AI-generated short texts on virtual mobility, containing intentional grammar errors (e.g., misused modals, incorrect passive voice structures). 2. AI-Assisted Error Correction: Students use Grammarly or ChatGPT’s grammar-checking feature to identify and correct grammar mistakes. 3. Peer Discussion & Justification (S>S, Ss>T): In pairs, students discuss why certain corrections are necessary and share findings in a class review session. |
PART A: Reading + Vocabulary PART B: Reading + Grammar |
PART A: - AI-driven vocabulary retention - Sentence context analysis - Pair discussion PART B: - AI-enhanced error correction - Grammar editing skills - Peer review |
PART A: PrepAI (Vocabulary Quiz), Educaplay (Fill-in-the-Blanks), ChatGPT (Example Sentences) PART B: Grammarly (Grammar Check), ChatGPT (Error Analysis) |
PART A: 10 min PART B: 10 min |
| Reinforcing vocabulary retention by using brain drain/gain-related terms in context. Strengthening grammar skills by manipulating cause-effect and conditional structures. Improving reading skills through AI-supported exercises. |
Activity 4 PART A AI-Generated Argument Reordering (Logical Flow of Ideas) 1. AI-Generated Mixed Paragraphs (Twee): Students receive a scrambled AI-generated text on brain drain/gain effects. 2. Text Reconstruction Task (S>S): In pairs, students rearrange the text into logical order, focusing on cohesive devices and argument flow. 3. Class Discussion (Ss>T): The teacher leads a whole-class review, discussing how text structure influences readability and persuasion. PART B AI-Powered Grammar Manipulation (Sentence Transformation) 1. Sentence Transformation Task (Revita): Students receive complex AI-generated sentences containing cause-effect and conditional structures and must rewrite them using alternative grammar forms (e.g., changing "Because many graduates leave, local industries suffer" into "If graduates didn’t leave, local industries wouldn’t suffer."). 2. Peer Review & Error Detection (Grammarly + ChatGPT): Students input their revised sentences into Grammarly or ChatGPT to check accuracy and receive alternative suggestions. 3. Class Discussion (Ss>T): The teacher reviews key transformations and discusses how grammar choices impact clarity in academic writing. |
PART A: Reading + Vocabulary PART B: Reading + Grammar |
PART A: - AI-enhanced logical thinking - Argument reconstruction - Text cohesion analysis PART B: - AI-assisted sentence transformation - Cause-effect & conditional mastery - Self-correction via AI |
PART A: Twee (AI-Generated Mixed Texts) PART B: Revita (Grammar Exercise), Grammarly (Grammar Check), ChatGPT (Alternative Structures) |
PART A: 10 min PART B: 10 min |
| Strengthening bureaucratic vocabulary retention through real-world applications. Reinforcing text cohesion and clarity in formal writing. Improving understanding of modals for obligation and permission through interactive AI-assisted exercises. |
Activity 5 PART A AI-Generated Text Rewriting Task (Precision in Bureaucratic Language) 1. AI-Generated Bureaucratic Text (Twee): Students receive an AI-generated excerpt from a government education website on academic credential validation. 2. Sentence Simplification Task (ChatGPT): Students rephrase the dense bureaucratic language into simpler, more digestible statements while maintaining formality. (e.g., “Applicants must comply with all stipulated regulations” → “Students need to follow all required rules.”). 3. Peer Review (S>S): Students exchange their rewritten sentences and discuss clarity, accuracy, and tone adjustments PART B AI-Powered Error Detection in Formal Grammar Structures 1. AI-Generated Error Identification Task (Revita AI): Students work with a document containing intentional errors in modal verb usage and formal writing structures (e.g., "The application can be submitted before the deadline" instead of "The application must be submitted before the deadline."). 2. Self-Correction with AI (Grammarly + Educaplay): Students input their answers into Grammarly for AI-generated corrections and explanations. 3. Group Reflection (Ss>Ss, Ss>T): Students discuss why certain corrections improve formal clarity and how grammar impacts the legitimacy of academic communication. |
PART A: Reading + Vocabulary PART B: Reading + Grammar |
PART A: - AI-enhanced formal text revision - Bureaucratic writing simplification - Peer-based language analysis PART B: - AI-powered error analysis - Self-correction & AI assistance - Real-world grammar application |
PART A: Twee (AI Bureaucratic Text Generator), ChatGPT (Text Simplification & Rewriting Tool) PART B: Revita (Grammar Error Detection), Grammarly (AI Grammar Correction), Educaplay (Interactive Grammar Quiz) |
PART A: 10 min PART B: 10 min |
Feedback
| Aims | Teacher-Students Interactions (description of activities and types of interactions) | Skill focus (+G/V) | Teaching methods | AI Tool & Other Materials | Time |
|---|---|---|---|---|---|
| Assessing students’ understanding of vocabulary and grammar related to mobility. Providing corrective feedback on reading comprehension exercises. Encourage self-reflection on challenges and areas for improvement. |
Activity 1 PART A 1. AI-Generated Flashcards (Vocabulary.com): The teacher uses Vocabulary.com to generate a flashcard review game with key mobility terms covered in the lesson. 2. Students work in pairs (S>S) to quiz each other on word meanings and use each word in a sentence. 3. Teacher clarifies misconceptions by discussing common mistakes and providing alternative word usage examples. PART B 1. Peer Review: Students exchange their sentence reconstruction & quiz answers from the Practice stage and provide peer corrections. 2. AI Grammar Check (Grammarly): The teacher projects some common mistakes from the Twee grammar exercises and uses Grammarly to show real-time corrections. 3. Group Discussion (Ss>Ss, Ss>T): Students reflect on what errors were most frequent and discuss strategies for avoiding them in future writing & speaking tasks. |
PART A: Reading + Vocabulary PART B: Reading + Grammar |
PART A: - AI-driven review - Peer assessment - Self-correction PART B: - Peer & AI-assisted feedback - Error correction - Reflective learning |
PART A: Vocabulary.com (Flashcards & Quiz Generator) PART B: Grammarly (Grammar Check), Twee (Error Review), PrepAI (Quiz Results) |
PART A: 10 mins PART B: 10 mins |
| Assessing students’ understanding of scholarship-related vocabulary and grammar. Providing corrective feedback on reading comprehension exercises. Encouraging self-reflection on common errors and learning strategies. |
Activity 2 PART A 1. Vocabulary Flashcard Game (Vocabulary.com): AI-generated flashcards with scholarship-related terms appear, and students must define the word or use it in a sentence. 2. Pair Check (S>S): Students work in pairs to correct each other's word usage. 3. Teacher Clarification (T>Ss): The teacher reviews common vocabulary mistakes and gives additional examples. PART B 1. Peer Review (S>S): Students exchange their completed cloze tests and grammar quizzes from Stage 3 and mark errors in prepositions, conditionals, and passive voice usage. 2. AI Grammar Check (Grammarly): The teacher projects common grammar errors from student work and uses Grammarly for real-time corrections and explanations. 3. Group Discussion (Ss>Ss, Ss>T): Students reflect on why certain errors occurred and discuss how to avoid them in academic writing. |
PART A: Reading + Vocabulary PART B: Reading + Grammar |
PART A: - AI-driven vocabulary recall - Peer self-correction - Teacher clarification PART B: - AI-assisted grammar feedback - Peer error correction - Reflective learning |
PART A: Vocabulary.com (Flashcards & Quiz Generator) PART B: Grammarly (Grammar Check), PrepAI (Quiz Review) |
30 mins |
| Help students reflect on and correct vocabulary and grammar errors in AI-generated tasks. Reinforce accuracy in digital communication related to virtual mobility. Improve self-assessment skills using AI-powered feedback tools. |
Activity 3 PART A AI-Powered Vocabulary Review & Error Correction 1. Vocabulary Recap with AI Flashcards (Vocabulary.com): AI generates flashcards with words used incorrectly in the practice stage, and students correct definitions or usage. 2. AI-Generated Sentences (ChatGPT): Students receive ChatGPT-generated sentences with target vocabulary and decide whether they are correct or need revision. 3. Pair Discussion (S>S, Ss>T): Students compare their corrections and discuss common errors in academic language. PART B Grammar Feedback & AI Error Analysis 1. AI-Assisted Error Detection (Grammarly + Peer Review): Students input their corrected texts from Stage 3 into Grammarly and analyze the suggested corrections. 2. Grammar Reflection Task (PrepAI Self-Assessment Quiz): Students complete a PrepAI quiz based on their grammar mistakes, with explanations for why the correct structure is necessary. 3. Teacher-Led Review (T>Ss): The teacher discusses recurring grammar issues, giving real-world examples from digital learning platforms (e.g., email etiquette in virtual courses, proper structure in academic submissions). |
PART A: Reading + Vocabulary PART B: Reading + Grammar |
PART A: - AI-driven vocabulary refinement - Peer-based correction - Context analysis PART B: - AI-powered grammar correction - Self-assessment & AI-driven feedback - Teacher clarification |
PART A: Vocabulary.com (Flashcards), ChatGPT (Sentence Review) PART B: Grammarly (Grammar Check), PrepAI (Self-Assessment Quiz) |
PART A: 10 mins PART B: 10 mins |
| Helping students analyze their logical structuring of arguments and grammar transformations. Reinforcing the correct use of brain drain/gain vocabulary and grammar structures through AI-assisted self-correction. Improving self-assessment strategies for academic reading and writing. |
Activity 4 PART A AI-Powered Vocabulary Recap & Peer Review 1. Flashcard Review (Vocabulary.com): AI-generated flashcards with brain drain/gain-related words appear, and students must identify their correct definitions or use them in a sentence. 2. Peer Review (S>S): Students exchange their text reconstruction task from Stage 3 and suggest improvements. 3. AI Example Sentences (ChatGPT): The teacher provides ChatGPT-generated alternative sentences, and students compare them with their own work. PART B AI-Powered Grammar Analysis & Error Correction 1. Grammar Self-Check (Grammarly + Revita AI): Students input their rewritten sentences from Stage 3 into Grammarly and Revita AI to check for grammatical accuracy and receive alternative suggestions. 2. Error Reflection Task (PrepAI Self-Assessment Quiz): Students complete a PrepAI-generated quiz that tests common grammar mistakes found in their writing. 3. Teacher-Led Discussion (T>Ss): The teacher reviews recurring grammar issues, giving real-world examples of how these structures appear in academic policy writing (e.g., conditional sentences in migration research). |
PART A: Reading + Vocabulary PART B: Reading + Grammar |
PART A: - AI driven vocabulary self-check - Peer-based feedback - AI-generated examples PART B: - AI-powered grammar self-assessment - Error analysis & correction - Reflective discussion |
PART A: Vocabulary.com (Flashcards), ChatGPT (Example Sentences) PART B: Grammarly (Grammar Check), Revita (Grammar Analysis), PrepAI (Self-Assessment Quiz) |
PART A: 10 min PART B: 10 min |
| Help students analyze their use of formal language and bureaucratic grammar. Reinforce accuracy and clarity in formal communication. Improve self-assessment skills using AI-powered feedback. |
Activity 5 PART A AI-Powered Sentence Revision & Peer Assessment 1. AI-Generated Sentence Examples (ChatGPT): Students receive ChatGPT-generated alternative sentences for rewriting tasks from the Practice stage and compare them to their own work. 2. Peer Review (S>S): Students exchange their simplified bureaucratic sentences and provide feedback on clarity, accuracy, and tone. 3. Teacher Clarification (T>Ss): The teacher addresses common challenges in formal language use and provides additional examples. PART B AI-Powered Grammar Review & Self-Assessment 1. AI-Assisted Error Analysis (Grammarly + Revita): Students input their corrected sentences from Stage 3 into Grammarly and Revita to check for accuracy and receive alternative suggestions. 2. Self-Assessment Task (PrepAI Quiz): Students complete a PrepAI-generated quiz focusing on modal verb usage and formal writing structures. 3. Class Discussion (Ss>Ss, Ss>T): Students discuss common grammar errors and strategies for improving formal communication skills. |
PART A: Reading + Vocabulary PART B: Reading + Grammar |
PART A: - AI-assisted sentence comparison - Peer-based feedback - Teacher clarification PART B: - AI-powered grammar review - Self-assessment & error analysis - Reflective discussion |
PART A: ChatGPT (Example Sentences) PART B: Grammarly (Grammar Check), Revita (Grammar Analysis), PrepAI (Self-Assessment Quiz) |
PART A: 10 min PART B: 10 min |
Homework
| Aims | Teacher-Students Interactions (description of activities and types of interactions) | Skill focus (+G/V) | Teaching methods | AI Tool & Other Materials | Time |
|---|---|---|---|---|---|
| Consolidating understanding of the topic through extended reading and writing activities. Promoting independent learning and critical thinking. |
Activity 1 PART A 1. AI-Generated Article (Twee): Students read an AI-generated article that expands on the topics covered in the lesson. 2. Vocabulary Journal: Students record 10 new words from the article, including definitions and example sentences. PART B 1. Essay Writing (ChatGPT): Students use ChatGPT to brainstorm ideas and write a short essay about the benefits and challenges of studying abroad. 2. Grammar Self-Check (Grammarly): Students use Grammarly to check the grammar in their essays. |
PART A: Reading + Vocabulary PART B: Reading + Grammar |
PART A: - Independent reading - Vocabulary consolidation PART B: - Essay writing - Self-correction |
PART A: Twee (Article Generator) PART B: ChatGPT (Brainstorming & Essay Writing), Grammarly (Grammar Check) |
Homework |
| Consolidating understanding of scholarship-related topics through extended reading and writing activities. Promoting independent learning and critical thinking. |
Activity 2 PART A 1. AI-Generated Article (Twee): Students read an AI-generated article on different types of scholarships, application processes, and eligibility criteria. 2. Vocabulary Expansion: Students create a glossary of 10 new words from the article, including definitions and example sentences. PART B 1. Scholarship Application Simulation (ChatGPT): Students use ChatGPT to simulate a scholarship application letter, focusing on clear and grammatically correct language. 2. Grammar Self-Check (Grammarly): Students use Grammarly to check the grammar in their application letters. |
PART A: Reading + Vocabulary PART B: Reading + Grammar |
PART A: - Independent reading - Vocabulary expansion PART B: - Application simulation - Self-correction |
PART A: Twee (Article Generator) PART B: ChatGPT (Application Simulation), Grammarly (Grammar Check) |
Homework |
| Consolidate understanding of virtual and hybrid mobility in education through extended reading and writing activities. Promoting independent learning and critical thinking. |
Activity 3 PART A AI-Generated Reading & Vocabulary Expansion 1. AI-Generated Case Study (Twee): Students read an AI-generated case study about a successful virtual exchange program. 2. Vocabulary in Context (ChatGPT): Students select 10 new words from the case study and use ChatGPT to create sentences that demonstrate their meaning in different contexts. PART B Writing & Grammar Practice 1. Reflection Essay (ChatGPT): Students use ChatGPT to brainstorm and write a short essay on the impact of virtual mobility on higher education. 2. Grammar Self-Check (Grammarly): Students use Grammarly to check the grammar in their reflection essays. |
PART A: Reading + Vocabulary PART B: Reading + Grammar |
PART A: - Independent reading - Contextual vocabulary application PART B: - Reflective writing - Self-correction |
PART A: Twee (Case Study Generator), ChatGPT (Sentence Generator) PART B: ChatGPT (Brainstorming & Essay Writing), Grammarly (Grammar Check) |
Homework |
| Consolidate understanding of brain drain/gain through extended reading and writing activities. Promoting independent learning and critical thinking. |
Activity 4 PART A AI-Generated Reading & Vocabulary Expansion 1. AI-Generated Research Report (Twee): Students read an AI-generated research report on the economic impact of brain drain and brain gain. 2. Vocabulary Journal (ChatGPT): Students select 10 new words from the report and use ChatGPT to create a vocabulary journal with definitions, synonyms, and example sentences. PART B Writing & Grammar Application 1. Policy Proposal (ChatGPT): Students use ChatGPT to brainstorm and write a short policy proposal addressing the challenges of brain drain or maximizing the benefits of brain gain. 2. Grammar Self-Check (Grammarly): Students use Grammarly to check the grammar in their policy proposals. |
PART A: Reading + Vocabulary PART B: Reading + Grammar |
PART A: - Independent research - Vocabulary building PART B: - Policy writing - Self-correction |
PART A: Twee (Research Report Generator), ChatGPT (Vocabulary Journal) PART B: ChatGPT (Policy Proposal), Grammarly (Grammar Check) |
Homework |
| Consolidate understanding of academic credit transfer through extended reading and writing activities. Promoting independent learning and critical thinking. |
Activity 5 PART A AI-Generated Reading & Vocabulary Application 1. AI-Generated Article (Twee): Students read an AI-generated article about the challenges and solutions in international academic credit transfer. 2. Vocabulary in Formal Context (ChatGPT): Students select 10 new words from the article and use ChatGPT to create sentences using formal academic language. PART B Writing & Grammar in Formal Documents 1. Formal Letter (ChatGPT): Students use ChatGPT to write a formal letter to a university registrar requesting information about credit transfer policies. 2. Grammar Self-Check (Grammarly): Students use Grammarly to check the grammar in their formal letters. |
PART A: Reading + Vocabulary PART B: Reading + Grammar |
PART A: - Independent reading - Formal vocabulary practice PART B: - Formal letter writing - Self-correction |
PART A: Twee (Article Generator), ChatGPT (Sentence Generation) PART B: ChatGPT (Formal Letter Writing), Grammarly (Grammar Check) |
Homework |
