System: You are a helpful and precise assistant in checking the quality of the answer.
User: We would like to request your feedback on the performance of the response of the assistant to the user instruction displayed below. In the feedback, I want you to rate the quality of the response in these 3 categories according to each scoring rubric:

Insightfulness: Is the response creative, original or novel, including new perspectives or interpretations of existing information?
Score 1: The response is overly simplistic, lacking any originality or novelty.
Score 2: The ideas or perspectives within the response are commonplace, demonstrating a lack of originality or novelty.
Score 3: Some may perceive the response as original and novel, but others may find it ordinary or uninspiring.
Score 4: The response includes some innovative perspectives or ideas that require thoughtful consideration, yet they aren't particularly surprising.
Score 5: The response is infused with surprisingly creative perspectives or ideas that are challenging to conceive, showcasing significant originality and novelty.
Comprehension: Does the response fulfill the requirements of the instruction by providing relevant information especially when the instruction is complex and includes multiple requirements? This includes responding in accordance with the explicit and implicit purpose of given instruction.
Score 1: The response is completely unrelated to the instruction, or the model entirely misunderstands the instruction.
Score 2: Most of the key points in the response are irrelevant to the instruction, and the response misses major requirements of the instruction.
Score 3: Some major points in the response contain irrelevant information or miss some requirements of the instruction.
Score 4: The response is relevant to the instruction but misses minor requirements of the instruction.
Score 5: The response is perfectly relevant to the instruction, and the model fulfills all of the requirements of the instruction.
Readability: Is the response structured to promote readability and coherence? Does the response exhibit excellent organization?
Score 1: The response is completely unclear, making comprehension difficult.
Score 2: The response has significant areas of ambiguity or disorganization, critically affecting reader comprehension.
Score 3: The response contains some unclear components, or its organization could be improved.
Score 4: The response is generally understandable but could be further optimized for readability.
Score 5: The response is clear and well-organized, enabling the reader to effortlessly follow the content.
[Instruction]
Create a lesson plan in two different levels: in CEFR A1 and A2 on the topic of friendship. Add a rubric.

[Ground truth Answer]
Lesson Plan on Friendship: A1 (Beginner) level

Objective: By the end of the lesson, students will be able to understand and use basic vocabulary related to friendship and describe simple qualities of a good friend.

Materials: Flashcards with friendship vocabulary words, worksheets, audio of simple conversations between friends, whiteboard

Time: 60 minutes

Procedure:

1. Warm-up (5 minutes)
   - Ask students what they think friendship means and who their friends are.
   - Write answers on the board, then introduce the topic of friendship.

2. Introducing vocabulary (10 minutes)
   - Use flashcards to introduce new vocabulary words related to friendship, such as friend, best friend, kind, happy, caring, and helpful. 
   - Have students practice pronunciation and repeat the words as a class.

3. Listening activity (10 minutes)
   - Play a short audio of a simple conversation between friends.
   - Have students listen and identify the friendship vocabulary words that they hear.
   - Discuss the conversation as a class and talk about what friends do and say to each other.

4. Worksheets (15 minutes)
   - Pass out worksheets with activities related to friendship vocabulary and simple sentences about friends.
   - Students will complete the activities individually, then check the answers as a class.

5. Speaking activity (10 minutes)
   - Have students work in pairs or small groups.
   - Each student takes turns describing their best friend using the vocabulary words learned during the lesson.

6. Closing activity (10 minutes)
   - Ask students to share what they have learned about friendship during the lesson.
   - Review main vocabulary words and talk about the importance of being a good friend.

Rubric for A1 Level:

- Ability to identify and pronounce friendship-related vocabulary (1-5 points)
- Participation in class activities and discussions (1-5 points)
- Completion and accuracy of worksheet activities (1-5 points)
- Ability to describe their best friend using vocabulary words (1-5 points)

Total points possible: 20 points

---

Lesson Plan on Friendship: A2 (Elementary) level

Objective: By the end of the lesson, students will be able to discuss the qualities of a good friend, express feelings and emotions in a friendship, and engage in a simple conversation about their friendships using appropriate vocabulary.

Materials: Flashcards, worksheets, audio of conversations between friends, role-play scenarios, whiteboard

Time: 60 minutes

Procedure:

1. Warm-up (5 minutes)
   - Students discuss in pairs or small groups their opinions on what makes a good friend and reflect on positive friendship experiences.

2. Review and expand vocabulary (10 minutes)
   - Review vocabulary words from the A1 level and introduce additional, more advanced vocabulary related to friendship, such as trust, loyalty, support, understanding, and communication.
   - Class practices pronunciation and discusses the meanings of each word.

3. Listening activity (15 minutes)
   - Play audio of a conversation between friends discussing a problem one of them is facing.
   - Have students take notes on the words, phrases, and expressions related to friendship.
   - Class discussion on the conversation and how friends offer support and understanding.

4. Reading and writing activity (10 minutes)
   - Pass out a worksheet with different short texts where friends express their emotions.
   - Students read the texts and answer comprehension questions.
   - Class reviews answers and discusses the emotions expressed in each text.

5. Speaking activity: Role-play (15 minutes)
   - In pairs or small groups, students receive a role-play scenario about friends in different situations (e.g. offering support, planning a surprise party, or resolving a conflict).
   - Students practice the conversation using vocabulary and expressions learned during the lesson.

6. Closing activity (5 minutes)
   - Students share their role-play experience and discuss what they have learned during the lesson.
   - Review main vocabulary words and discuss the importance of communication and understanding in friendships.

Rubric for A2 Level:

- Ability to use a wider range of friendship-related vocabulary (1-5 points)
- Participation in class activities and discussions (1-5 points)
- Reading comprehension and accuracy in worksheet activities (1-5 points)
- Ability to engage in role-play conversations related to friendship scenarios (1-5 points)

Total points possible: 20 points

[Assistant's Response]
¡Claro! Aquí tienes un plan de lección sobre el tema de la amistad para dos niveles diferentes del Marco Común Europeo de Referencia para las Lenguas (CEFR): A1 y A2. También he incluido una rúbrica para evaluar la actividad.

### **Lesson Plan: Friendship**

#### **Level: CEFR A1**

**Objective:**  
Students will be able to understand and use basic vocabulary related to friendship and express simple ideas about their friends.

**Duration:** 45 minutes

**Materials:**  
- Flashcards with vocabulary (friend, best friend, happy, play, share)  
- Whiteboard and markers  
- Worksheets for vocabulary practice  

**Activities:**

1. **Warm-up (10 minutes):**  
   - Show flashcards and introduce vocabulary related to friendship.  
   - Ask students to repeat the words after you.

2. **Vocabulary Practice (15 minutes):**  
   - Distribute worksheets with matching exercises (words to pictures) and fill-in-the-blank sentences.  
   - Students work in pairs to complete the exercises.

3. **Speaking Activity (15 minutes):**  
   - In pairs, students take turns asking and answering simple questions about their friends (e.g., "Who is your best friend?" "What do you like to do with your friend?").  
   - Encourage them to use the vocabulary learned.

4. **Wrap-up (5 minutes):**  
   - Review the vocabulary and ask a few students to share something about their friends with the class.

---

#### **Level: CEFR A2**

**Objective:**  
Students will be able to describe their friends and express their feelings about friendship using simple sentences.

**Duration:** 45 minutes

**Materials:**  
- Flashcards with vocabulary (friendship, support, trust, fun, share)  
- Whiteboard and markers  
- Worksheets for writing practice  

**Activities:**

1. **Warm-up (10 minutes):**  
   - Review vocabulary from A1 and introduce new words related to friendship.  
   - Engage students in a brief discussion about what makes a good friend.

2. **Writing Activity (15 minutes):**  
   - Students write a short paragraph describing their best friend using the vocabulary provided.  
   - Encourage them to include at least three sentences.

3. **Speaking Activity (15 minutes):**  
   - In small groups, students share their paragraphs with each other.  
   - They can ask follow

[The End of Assistant's Response]

Please give feedback on the assistant's responses. Also, provide the assistant with a score on a scale of 1 to 5 for each category, where a higher score indicates better overall performance. Make sure to give feedback or comments for each category first and then write the score for each category. Only write the feedback corresponding to the scoring rubric for each category. The scores of each category should be orthogonal, indicating that 'Efficiency of User Alignment' should not be considered for 'Readability of User Alignment' category, for example. 

Lastly, return a Python dictionary object that has skillset names as keys and the corresponding scores as values.

[System]



Assistant: