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This document presents three classroom situations focused on specific English language learning skills: vocabulary acquisition, grammar practice, and speaking. Each situation includes a learning objective formulated using the SMART approach and a series of expected learning outcomes. The topics revolve around airport vocabulary, the use of the simple past tense, and the development of speaking skills through role-playing in a restaurant.

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This lesson plan is designed for A2 level students (13 to 15 years old) and addresses the topic "My Daily Routine." It focuses on the use of the simple present tense and adverbials of frequency. It includes activities to teach vocabulary related to daily routines, time expressions, and grammatical structures. The lesson includes oral, written, and interactive assessment exercises and concludes with review tasks and a follow-up activity to reinforce what has been learned.

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The "Exploring Canada" teaching unit offers a cultural and linguistic tour of Canada, aimed at students at levels A2-B1. Over the course of four weeks, students develop listening, reading, writing, and speaking skills using the simple present tense, Wh-questions, structures with "There is/There are," and prepositions of place. Specific learning objectives and outcomes are included for each lesson, as well as a variety of learning activities and resources, with a focus on multiculturalism and active learning.

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This document presents a proposal for activities to improve English writing skills using artificial intelligence tools, specifically Grammarly. The objective is for students to write descriptive paragraphs about memorable experiences using the simple past and past continuous tenses, with appropriate connectives. It includes a clear structure: theoretical introduction, guided writing, review with Grammarly, and reflection with a partner. Additional practice is also proposed for writing formal and informal emails, which will be corrected with the tool to strengthen grammar and style.

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This reflection analyzes how artificial general intelligence can transform education and, in particular, the role of the teacher. It emphasizes that teachers must reinvent themselves as facilitators of learning, promoting critical interaction with technology. The benefits of AI in personalized learning and automated feedback are mentioned, but challenges such as data privacy and equity are also highlighted. It concludes that the new role of the teacher must be based on three pillars: inclusive education, constant technological updating, and pedagogical leadership in hybrid environments.