Embedded Files
Unit of work:
My target students attend a bilingual secondary school in the city of Buenos Aires. They are 15–16 years old at a B1 level of English.
Theme: Describing superheroes
Objectives: By the end of this project, the students will be able to:
Use comparative and superlative forms of adjectives to compare different superheroes.
Create and describe their own superhero profile.
Content:
Thematic Aspects:
Superheroes' characteristics (e.g., speed, intelligence, age, strength).
Comparative adjectives: fast, smart, old, strong.
Superlative adjectives: fastest, smartest, oldest, strongest.
Linguistic Content:
Grammar focus: Comparative forms of adjectives (e.g., ADJECTIVE + ER for comparatives, and the use of "more" where applicable). Superlative form of adjectives (e.g., ADJECTIVE + EST and the use of “most” where applicable).
Lesson plan
This is the final lesson of the unit, in which students do the final task.
Final task: At the end of this project, the students will work in groups of 4 to create their superhero, including their name and their powers. Once they have finished designing their superheroes, ss will be asked to use an artificial intelligence app to make a picture of the superhero given the description provided in the prompt. Then, the teacher will create a contest to choose the superheroes to have a battle between them and then, learners will be asked to write predictions about who the winner of each battle can be by using comparatives and superlatives. After this, teachers will use Pixverse, an AI app to make videos given the proper character details, to simulate the battles between the superheroes.
Plan:
Activation: Game time!
The T will present the following Kahoot to activate previous knowledge. We will revise comparatives and superlatives. They will play individually and we’ll check the answers as a whole class.
Activity 1
The T will give the instructions to start the Final Task. T will re-read the instructions of the final task and see if there are any questions about it. Then, the T will divide students into groups of 4 so they can start working. T will have 15/20 minutes.
Sts will have a copy of the following guiding questions: The teacher will read it out loud to clarify any word or query the sts may have before they start. While sts work, each T will visit the groups randomly at a given time and ask if they need assistance. T will correct their written productions while they visit each group.
Write a paragraph to present your superhero. Remember to use comparatives and superlatives. Use the following questions as a guide:
SUPERHERO PROFILE
Background & Identity:
What is your superhero’s name? Think of a cool name!
Where does your superhero come from (e.g., another planet, a secret lab, a secret city)?
Superpowers & Abilities:
What is your superhero’s main power? (e.g., super strength, the ability to fly, mind control, intelligence, speed, etc.)
Does your superhero have any secondary powers? (e.g., invisibility, super speed, telekinesis)
How does your superhero use their powers to help others?
Strengths & Weaknesses:
What is your superhero’s biggest strength? (it’s the strongest, it’s the most intelligent, it’s the heaviest, etc.)
What is their biggest weakness? (e.g., it’s not so strong, it’s not so fast)
How might an enemy use it against them?
How does your superhero overcome their weakness? (e.g., they use their speed to block attacks, they use their strength to defeat an enemy).
Appearance & Gadgets:
What does your superhero costume look like?
Does your superhero have any special gadgets or weapons? (e.g., a shield, high-tech armour, a magical staff)
How do these gadgets help them in battles?
Personality & Motivation:
What motivates your superhero to fight villains? (e.g., protecting the weak, they want justice, personal revenge)
How would you describe your superhero’s personality? (e.g., brave, calm, funny, serious).
Activity 2=
T will ask ss to post their hero descriptions on a Padlet board. If ss do not know how to make a post in a Padlet, T will briefly explain that by projecting the Padlet on the screen and showing them how to make a post.
T will tell ss that she will use the hero descriptions to create the hero picture with Poe( AI app) and add the pictures to the board. If the internet connection works well, the pictures will be created in class with Meta on their phones or bing image creator (online) but if the internet connection does not work well, the pictures will be created after the class and added to the Padlet board.
Activity 3=
Once all the descriptions are in the Padlet board, T will make this list on the bb and then ask learners to work in groups to make predictions about who will win each battle. To make predictions, ss will be asked to read the descriptions so that they get information about each hero. Then, the teacher will give ss an example of a prediction (in battle 1, superhero A defeats superhero B because A is stronger than B). T will also ask learners to post their predictions in the Padlet and tell them that we will see the battles in the following class. T will also say that there will be a prize for the group that has most of their predictions correct.
Activity 4:
The T will present the Padlet board superheroes (padlet.com) where sts have posted their superheroes. T will show ss a QR code to the padlet so that they have access to it . In case their internet connection does not work well, the superhero descriptions will be available in a powerpoint presentation. The teacher will ask one member of each group to read their superhero description. Then, the teacher will present a fixture where superheroes will be divided to fight battles. Learners will be asked to write predictions about who the winner of each battle can be by using comparatives and superlatives. The T will write them on the board to use them later in activity 5.
Sample Padlet Board with Example Heroes Added
Pixverse homepage
Activity 5: Becoming AI Content Creators with Pixverse
Objective:
Students learn to create short animated “battle videos” of their superheroes using Pixverse AI.
Step 1 – Teacher demonstration (10 min)
T shows the class how Pixverse works using a projector.
Example prompt: “Two superheroes fighting in the city at night. The camera zooms in on the strongest hero winning the battle.”
T explains: Pixverse transforms text prompts into animated videos, so clear and specific language is essential.
Step 2 – Planning the video prompt (15 min)
In the same groups, students choose one of their battle pairs and write a short Pixverse prompt (2–3 sentences) describing it.
T will provide support frames:
“Show Superhero A and Superhero B fighting in ___ (place).”
“Use a ___ camera angle and ___ lighting.”
“Superhero A wins because they are ___ (comparative/superlative).”
T circulates, helping with wording and grammar.
Step 3 – Creating the video (20–25 min)
If devices and internet connection allow, students enter their prompt into Pixverse to generate the battle video.
Roles within the group:
Writer: Edits the prompt.
Director: Chooses the best camera or mood.
Editor: Saves the final video.
Reporter: Writes a short caption using comparatives (“Hero A is faster and braver than Hero B.”).
If internet is slow, T collects all prompts and creates the videos later, uploading them to Padlet for next class viewing.
Step 4 – Sharing and checking predictions (10–15 min)
Groups present their videos or watch the teacher-uploaded versions.
After each battle, the class revisits their predictions and checks accuracy.
T awards points or small prizes to the groups with correct guesses.
Reflection
The teacher will ask ss to answer the following questions orally as a whole class:
What did you learn throughout these lessons?
Which activities helped you understand the topic?
How would you describe your whole experience during these lessons?
Page updated
Report abuse