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diewczyna 40 lat swiatle wlosy, niebieskie oczy, usmiechnieta, zadowolona z zycia , wysoka w okularach

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woman 50 year old teacher excited to participate in an AI webinar

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I am curious but a little scared of my knowledge.

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A female teacher who is curious but a little scared of knowledge about AI.

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a male 50 year old consultant with a pony tail in front of a computerwho is delighted to be delivering a webinar to a group of teachers

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Today is very hard day, I hope it will pass soon and tomorrow will be beter day

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polish women with blond hair with flowers acwarella

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Quite worrying in order to catch up with all participants and procedure I will be asked to do

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I love learning new things

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a female 50 year old teacher sitting in front of a computer happily clapping hands 

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I am a 50 years old woman with shoulder length hair and blue eyes. I work as a teacher.

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I am a female teacher curious about the seminar and happy and relaxed about the sun finally shining

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Realistic painting of the forest in summer

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25 years old young blonde teacher who loves dancing latino and single, use a more realistic photo 

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busy grandma learning AI with grandkids in background

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happy female teacher in front of the computer

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A middle aged with long fair hair English language female teacher who is constantly in a positive mood is sitting at the comfort of her home and listening to a seminar about AI 

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Add AI-generated images to your padlets.

All day every day we are burdened with reality. We worry about real problems. We struggle with real relationships. We are conditioned to consider only real solutions. For most of us, it is hard to switch gears and activate our imagination. It is hard to consider unthinkable possibilities and picture fantastical worlds. And of course, most of us find it hard to draw.

"I can't draw" is a feature designed to to help augment the imagination and provide effortless access to inspiring visual art. "I can't draw" makes it easy to add AI-generated art to your padlets.

How to use I can't draw

Start a post. Open the content picker. Select I can't draw. Write a prompt and click enter. The magic takes about 15 seconds.

When you write a prompt, we send it through an additional AI to augment it with even more creativity. You don't even have to worry about writing an interesting sentence. It will also automatically provide multiple stylistic options for every prompt. You don't need to know if you want an expressive oil painting or a playful cartoon. You can just choose what looks best.

You also don't have to worry about inappropriate content. I can't draw moderates itself automatically and won't be inappropriate even if you request it.

I can't draw democratizes beauty

Creative people who know how to draw have held a monopoly on beautiful images for long enough. Beauty belongs to the people. With I can't draw, beautiful images belong on your padlet.

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Add AI-generated images to your padlets.

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curious, in nature, female young woman, active, fun

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A teacher willing to improve her IT skills

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a woman welcoming the online seminar participants

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Perplexity is a free AI-powered answer engine that provides accurate, trusted, and real-time answers to any question.

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A female English teacher blonde hair wearing glasses with two taxido cats is excited to learn to use AI in her work

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I feel like I'm at the seaside

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Nice

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I feel like spring has just arrived and I am at a computer enjoying learning about AI

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Lesson Planning and Workshet Prompt Builder for Language Teachers

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Lesson Planning and Workshet Prompt Builder for Language Teachers

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Lesson Planning and Worksheet Prompt Builder for Language Teachers

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The Little Book of Generative AI Prompts for Teachers

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The Little Book of Generative AI Prompts for Teachers

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Over the course of the last week or so, I've been sharing a number of resources about using Generative AI such as ChatGPT to help with the use of technology in the classroom. They've proved popular with many educators engaging with them. Here's an example of the first one that I shared about using ChatGPT for teachers of English:

With this and other resources, such as the ' Use of AI in Education Policy (template)' I created with Laura Knight, being equally as popular, I thought I'd compile a "Little Book of Generative AI Prompts" here for your use.

As with all Generative AI work such as these, it's important to remember that whilst I've spent time trying to make the prompts as useful as possible, they are all just starters for ten. Yes, many will work right off the bat, but there are some things to remember.

Firstly, as discussed in the little book, AI comes with inherent biases. Things that might work well for one person, might not work so well for others. It is incumbent upon you to take on board the responses given. As I've regularly shared many times, the results that come from tools such as these are like every child in your classroom, you need to check its work.

Secondly, bearing in mind that these prompts are starters for ten, you should be prepared to iterate. It's likely you will need to engage in a conversation with the Generative AI tool in order to get the results you want. Nothing that these tools produce are intended to replace teacher autonomy and creativity, and they certainly won't have the contextual knowledge that you have of your subject or your classes. You should be prepared to use these prompts as tools to help speed up, inform or support the three key areas where they can help, namely: helping teaching, helping learning or reducing workload.

So here you go, here is my ' Little Book of Generative AI Prompts for Teachers '. I hope you find it useful! Please let me know how you get on!

FINALLY... if you like the work I do and think I can help you in your school, Trust or I might be helpful at your event, please do get in touch via my contact page.

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Free resource: The Little Book of Generative AI prompts for teachers - ICTEvangelist

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Over the course of the last week or so, I've been sharing a number of resources about using Generative AI such as ChatGPT to help with the use of technology in the classroom. They've proved popular with many educators engaging with them.

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Notion – The all-in-one workspace for your notes, tasks, wikis, and databases.

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A new tool that blends your everyday work apps into one. It’s the all-in-one workspace for you and your team

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Write 4 texts in simple English of 50 words about the daily routine of 4 people each with the same simple structures in each one with 5 slight differences. Write 5 questions underneath the 4 texts asking students to identify the differences. Include an answer key.

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You are writing a postcard to a friend using a range of tenses. In basic English, write about your favourite hobby, how often you do it, why you enjoy it and a new skill you would like to learn related to your hobby. Write about 90 words. Add 10 comprehension questions and an answer key.

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Make any paragraph text into a fill-in-the-blanks worksheet or also known as a cloze exercise - with a single click!

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Wordwall - Create better lessons quicker

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Need a fresh teaching resource that fits your class and teaching style? Create a customized pack of interactive and printable activities in just one minute.

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Give feedback on the following essay and give me suggestions for things I can add to improve the English with explanations in English: Following a year to the day after his aborted transfer of the Los Angeles Galaxy club to that of Paris-Saint-Germain, the English footballer-what to say, the international star! - David Beckham, 37, will finally wear the Paris jersey for the end of the season, a proposal he preferred to those of Russia, China, or Australia. At the end of the contract with the Californian club - he had been training for a few weeks with the London club Arsenal just to keep fit. For the English champion, married to the charming Victoria Beckham and father of four, it is in the logic of the "family business": between contracts and personal collections, the Beckham image is worth millions today. Because sportingly, the Spice Boy is at the end of his career (37 years! For the record, Zinedine Zidane stopped his at 34). It is therefore clear for the Beckham image that PSG has chosen to sign the British footballer, superstar to the four corners of the world and in particular in Asia, where Paris-Saint-Germain is still little known, Victoria also had his role to play. David would not have come without his beautiful brunette, but, in love with the French capital, of his fashion and his elegance, the ex-Spice Girl did not pray to cross the Atlantic and, after having robbed the Luxury shops of Rodeo Drive, she is now preparing to do the same with those of Avenue Montaigne, to the delight of the houses of the famous Parisian district. A few months before Fashion Week and her new ready-to-wear collections, and while she is about to launch her online store herself, it would have been a shame for Victoria not to be present in the World fashion capital during this period. The fact remains that a new couple of stars are therefore preparing to move into our beautiful capital, like other Hollywood stars like Natalie Portman (her husband was appointed director of the Paris Opera Ballet) , Scarlett Johansson, or Hilary Swank. In 2013, the Parisian streets will have the air of Hollywood red carpets!

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I would like to practise my English. I am an A1 level speaker. I want you to act as a waiter in an English cafe, and I am a customer who has just arrived to buy something. We will roleplay the process, and I will start the conversation not you. Each time I speak, instead of you giving me one response, I would like you to give me two responses each time. One of the responses should be reasonable for the situation, leading to different outcomes, and one should be a ridiculous response for the situation. Jumble the responses each time so sometimes the first response is the correct one and sometimes the second one is. Do not label each response as (reasonable) and one as (ridiculous) as I want to work out which is the appropriate response. Do not include (reasonable) and (ridiculous) in your answers. I would like to start the conversation as the customer, and I would like you to respond accordingly. Ready?

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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Applying AI Tools in the Classroom VIKC 6th March - 3rd April 2025 Joe Dale joedale@talk21.com @joedale

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A worksheet for students on the topic Ecology B2+

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Ecological problems  in the world and Lithuania

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"May good luck and joy shine on you always!" ☘️😊

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“The more I learn, the more I realize how much I don’t know.” — Albert Einstein

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Reflection on AI Tools in Education

Artificial intelligence (AI) is reshaping the education landscape in profound ways. It has introduced efficiency, accessibility, and personalized learning opportunities that were previously unimaginable. AI-powered tools such as adaptive learning platforms, automated grading systems, and intelligent tutoring programs are revolutionizing how students learn and how teachers manage their workload. While these innovations offer numerous benefits, they also bring challenges that need to be carefully considered.

One of the most significant advantages of AI in education is its ability to personalize learning. Traditional classroom settings often struggle to accommodate the diverse learning styles and paces of students. AI-driven platforms can analyze student performance and tailor lessons accordingly, ensuring that each learner gets the support they need. This adaptive approach enhances engagement and improves learning outcomes by allowing students to move at their own pace.

Another major benefit is automation. AI can take over repetitive tasks like grading assignments and quizzes, giving teachers more time to focus on student interaction and creative teaching methods. AI-driven chatbots and virtual assistants can provide instant feedback, answer students’ questions, and even assist in language learning. This kind of technology makes education more accessible, especially for students in remote areas who may not have immediate access to teachers.

However, the increasing presence of AI in education also raises important ethical concerns. Data privacy is one of the primary issues. AI systems collect and analyze vast amounts of student data, which raises questions about how this data is stored, used, and protected. Without strict regulations, there is a risk that sensitive student information could be misused. Additionally, there is the concern of reduced human interaction. While AI can provide efficient solutions, it cannot replace the emotional intelligence, empathy, and mentorship that human teachers offer. Education is not just about acquiring knowledge; it is also about developing social skills, critical thinking, and creativity—areas where human teachers play a crucial role.

Another challenge is the potential for AI to deepen educational inequalities. Not all schools have the same access to advanced technology, and students from underprivileged backgrounds may be left behind if AI becomes a dominant force in education. Ensuring equal access to AI-powered tools is essential to prevent further disparities in education quality.

In conclusion, AI has the potential to significantly enhance education, making learning more personalized, efficient, and accessible. However, it is essential to address the ethical concerns and limitations that come with its use. AI should be seen as a tool to support teachers, not replace them. Striking the right balance between technology and human interaction will be key to ensuring that AI serves as an asset rather than a disruption in education. As AI continues to evolve, educators, policymakers, and technology developers must work together to create a future where technology enhances, rather than diminishes, the quality of learning.

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a 57 old  female teacher who is nervous about AI

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A reflection was written with the help of Chat GPT and my insights into such possible and desirable (at least by me:)) integration. Still, this question remains controversial.....

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Integrating ChatGPT into foreign language teaching at Telšiai Džiugas Gymnasium

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Indrė Benikienė: a lesson plan HOMELESSNESS

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Indrė Benikienė: a lesson plan HOMELESSNESS

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I used this lesson plan today with my 10th graders. The students were fully engaged in the activities, and we completed all the planned tasks:)

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Enjoying a spring day :-)

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a female 40 year old is enjoying a sunny spring day

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Artificial intelligence has become an inseperable part not only in our daily lives, but it has also brought significant changes to contemporary school. Teachers work with digital native learners, therefore, they should keep track of development of techologies as well and apply them in the learning process to make it friendlier to students. I like engaging my students in virtual games checking their homework, and for some entertainment element when we study grammar stuctures, or use ChatGPT for synonym hunt preparing for speaking or writing tasks. However, I do not feel totally confident using AI and this was the reason why I joined this course, which I believe will be extremely useful.

First of all, I have learned to ask ChatGPT a more precise question. I used AI for creation of lesson plans, but quite often I was not fully satisfied with them since they were quite general, lacking for some creative element. Therefore, I usually took only some ideas or hints, but I did not base my entire lesson on AI provided plan. During the first session I learned how to write a more detailed information in the search engine and I received a much more interesting lesson plan for my students. According to our curriculum there are some topics which are not included in our cousebooks, and AI can be a perfect assistant for a teacher creating multiple tasks to cover the topic.

Moreover, I broadened my horizons on creation of reading tasks. Actually sometimes it is time consuming to find a particular text for a certain group of students according to the language learning level, topic vocabulary, grammar structures. During the first session I understood that creation of an ideal text for a group can be created in several minutes. Reading development is really important for preparation of a state exam and now I will be able to ask ChatGPT to create tasks targeted to C1 level according to exam criteria. I can even adapt these texts to mixed ability learners by simplifying them or making more challenging.

All in all, AI provides endless resources for English language teachers. Sometimes we do not even think of some features it is capable of and do not ask AI for help. Actually, I believe that during this seminar I will become more creative to use ChatGPT and other platforms for creation of diverse tasks for my students.

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Artificial Intelligence is revolutionizing the way English is taught.  It offers innovative tools and methods that enhance language learning, making it more engaging and personalized. I am not an exception to know and learn about it more in order to make my daily routine while teaching English more attractive, innovative and enjoy the exploration together with the students.

Having had the first seminar, I have gained more information and experience for formulating more precise question. Earlier I was struggling in order to be provided with the satisfactory answer/ offered idea or some exercises. After being introduced to the very exact step-by-step formulation of the question, finally, I have experienced the joy to be given what I wished for. In addition, vocabulary teaching lessons grow to another level, especially with the topics which could not be found in that one textbook students use in classroom. For instance, during the seminar workshop, I have chosen topic “Infotainment” which is actual nowadays and I have the lesson plan with some activities and home task generated.

One more significant experience gained while attending the seminar was the possibilities with the reading tasks preparation, to be more precise, to adapt them to mixed ability students. Unfortunately, not all students are of the same or very similar abilities to learn, so this is the way to simplify or make both the text and task to be more demanding.

Image creation cannot be forgotten to mention. I find it quite attractive and amusing way of the activity to be done during the classwork, while having introductory lesson.

To sum up, I am very glad to join this seminar to be offered a lot: information, experience and collaborating atmosphere.

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Reflection of some tools  we  learnt  in the previous   session  Leonora together with AI

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Reflection of some tools  we  learnt  in the previous   session  Leonora together with AI

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Enjoying a spring day :-)

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a female 40 year old is happy to learn more about AI

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Thank you for the vebinar.

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Lesson Plan Prepositions of place N Popravko

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Thank you

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Reflection on Using AI in My English Lessons N Popravko

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Reflection

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Reflection on Using AI in English Teaching

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Step-by-step guide: Using voice input with ChatGPT in the classroom

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Having used ChatGPT almost daily, both in my work as a social education teacher and in my studies, I was already quite familiar with its capabilities before engaging in this specific exploration. Over time, I have integrated it into various aspects of my professional and academic life—whether it's generating ideas for lesson plans, drafting formal letters, or assisting with research for university tasks.

Most of the features I use regularly, I discovered simply through hands-on exploration. I never had a formal introduction to the tool; rather, my curiosity and need for efficiency led me to experiment with different prompts and functions. This trial-and-error approach has allowed me to maximize the benefits of AI in a way that suits my workflow.

Beyond ChatGPT, I was also already familiar with Padlet, having used it in university, though not extensively. However, I had little experience with tools like Wordwall and other AI extensions such as Turboscribe, Brisk, Vidnoz, and Suno. Exploring these tools has given me insight into how they can enhance interactive learning, content creation, and workflow automation—something I had not fully considered before.

While this recent structured exploration reaffirmed my existing knowledge of ChatGPT, it also made me reflect on the vast range of AI-powered tools available. Even though I was already using ChatGPT effectively, there are always new ways to refine my approach and make AI an even more seamless part of my work and studies. Moving forward, I will continue exploring ways to optimize my interactions with AI tools, ensuring that I use them not just as a convenience but as a means to enhance creativity, problem-solving, and efficiency.

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Good afternoon. Thank you very much for the very interesting and practical training. I really liked the idea of ​​the training - to apply the theory in practice here and now, and also to try to use it immediately in my work. Really great training. Thank you! By the way - Is there an AI tool that can read out loud the written dialogue?

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https://chatgpt.com/canvas/shared/67d1897ede688191be0a1c823689845a  (Jurgita – Lesson Plan)

https://docs.google.com/document/d/16dUgFlCbONOVwBFaJoyuHTMmT33pIj1Ch_mtVF40amU/edit?usp=sharing (Jurgita - GoogleDoc)

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In my last webinar on ChatGPT, I found the experience incredibly enlightening. Most of the material was new to me, especially learning about extensions like CLOZEit. After the session, I even used CLOZEit with my students in the classroom to prepare tasks, and I really liked the results. It made creating activities much more engaging and efficient. Overall, the webinar gave me a deeper understanding of ChatGPT’s potential, and I’m excited to continue exploring these tools in my teaching.

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Independent work

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Session 1. Task 1. Lesson plan. From: K.D.

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Reflection

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Plan can be adapted to one's needs.

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Integrating AI tools like Wordwall, CLOZEit, and Perplexity into my lessons presents opportunities to enhance learning and engage students experience something new. Each tool offers unique benefits, though there are challenges that need to be addressed.

For example Wordwall allows for interactive games and activities that can reinforce concepts or assess student understanding. The challenge, however, lies in the time it takes to design personalized, meaningful content that aligns with the curriculum.

CLOZEit is valuable for language learning and reading comprehension. It allows me to create fill-in-the-blank exercises based on texts, encouraging active engagement with the material. The challenge is differentiating tasks for students with varying proficiency levels, ensuring each student is appropriately challenged without feeling overwhelmed.

Perplexity, as an AI-powered search tool, can assist students in conducting research and exploring various perspectives on a topic. However, teaching students to evaluate the credibility of the sources they find is critical to avoid misinformation. The tool's potential lies in refining students' research skills.

These tools offer benefits such as personalized learning, interactive content, and instant feedback, promoting active learning and frequent formative assessments. However, challenges include ensuring that content is well-designed, differentiated for diverse learners, and used effectively to develop critical thinking.

Moving forward, I’d like to explore how these tools can support collaborative learning activities, such as team-based challenges, and integrate them with learning management systems to better track student progress and engagement. Overall, these tools offer exciting potential to enhance teaching and learning.

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I feel enthusiastic about my new experience of using AI tools.

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I am eager to find about using and applying  AI tools. 

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A simple 45-minute lesson plan focusing on the vocabulary of body parts and internal organs for A1-A2 learners. The focus will be on listening and speaking, with clear definitions and activities to reinforce learning.

Lesson Plan: Parts of the Human Body

Duration: 45 minutes
Target Level: A1-A2
Skill Focus: Listening and Speaking
Topic: Parts of the Human Body

Lesson Objectives:

By the end of the lesson, students should be able to:

1. Identify and name common body parts and internal organs.

2. Understand simple definitions of these body parts and organs.

3. Practice speaking about the human body using simple language.

4. Improve listening comprehension of body-related vocabulary.

Materials:

Flashcards with images of body parts and internal organs.

A chart/diagram of the human body (can be projected or printed).

Audio or video clip (optional) with a simple description of the body parts.

Whiteboard and markers.

Lesson Procedure:

1. Warm-up (5 minutes)

Activity: Quick discussion to activate prior knowledge.

Ask the students: "What parts of the body do you know?"

Write responses on the board (head, eyes, hands, etc.).

Purpose: Engage students and introduce vocabulary they may already know.

2. Introduction to Vocabulary (10 minutes)

Show flashcards or a diagram of the human body.

Go through common external body parts first:

Head, eyes, ears, mouth, nose, neck, shoulders, arms, hands, fingers, chest, stomach, back, legs, feet, toes

For each body part, ask students to repeat and point to the relevant part on themselves (or use the diagram).

Definition Example:

"The head is the top part of your body. It holds your brain, eyes, ears, and mouth."

"Your hands are at the end of your arms. You use them to touch things."

Repeat with internal organs:

Brain, heart, lungs, stomach, liver, kidneys, intestines

Give simple definitions:

"The heart is inside your chest. It pumps blood around your body."

"The lungs help you breathe. They are inside your chest, next to the heart."

3. Listening Activity (10 minutes)

Activity: Listen and identify.

Play a short audio clip or read a description where the teacher describes different body parts and organs. Students need to listen and match the description to the correct body part.

Example description: "I am in your head. I help you think. I control your body. What am I?"

Answer: Brain.

After playing, go over the answers together and clarify any difficult vocabulary.

4. Speaking Practice (10 minutes)

Activity 1: Pair work.

Instructions: Have students work in pairs. One student will describe a body part, and the other will guess it.

Example:

Student A: "I am inside your chest. I help you breathe. What am I?"

Student B: "Lungs!"

Encourage students to use full sentences for practice: "I am in your stomach. I help you digest food."

After 5 minutes, swap roles.

5. Game: Body Parts Bingo (5 minutes)

Activity: Bingo with body parts vocabulary.

Prepare Bingo cards with pictures of body parts (external and internal).

The teacher calls out the name of the body part, and students mark it on their cards.

The first student to get a full line or column shouts "Bingo!" and wins a small prize or praise.

6. Review and Wrap-up (5 minutes)

Go over the body parts one more time.

Ask students: "Which body part is important for thinking?" (Answer: Brain)

Close with a few simple questions to review the lesson:

"Where is your heart?" (Answer: In your chest)

"What do your feet help you do?" (Answer: Walk)

Homework/Extension Activity (Optional):

Ask students to draw a simple picture of a human body and label at least five body parts and two internal organs. They can use their book or online resources for reference.

Assessment:

Informal assessment through observation during speaking and listening activities.

Evaluate participation in pair work and the Bingo game.

Correct any pronunciation or vocabulary mistakes as they arise.

This plan keeps the vocabulary simple and ensures that the activities are interactive, providing both listening and speaking practice.

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Lesson Plan: Rhyming Words

Level: A1 - A2
Duration: 45 minutes
Skill Focus: Listening, Speaking, Vocabulary, Grammar

Lesson Objectives:

1. Learners will identify and recognize rhyming words through listening activities.

2. Learners will practice pronunciation and speaking by using rhyming pairs.

3. Learners will expand vocabulary related to toys, furniture, rooms, food, clothes, after-school activities, plants, and family members.

4. Learners will form simple sentences using rhyming words to practice grammar structures.

Materials:

Flashcards with vocabulary words and pictures

Audio recording with rhyming word pairs

Worksheets for matching and sentence completion

Whiteboard and markers

Small objects or toys for demonstration

Speaker for audio playback

Lesson Stages:

1. Warm-Up (5 minutes)

Greeting and Introduction:

Welcome students and briefly introduce the topic: Rhyming Words.

Explain that rhyming words sound similar at the end.

Brainstorm Activity:

Ask students to think of two words that rhyme with "cat" (e.g., "hat", "bat").

Write their answers on the board and emphasize the rhyming sounds.

2. Presentation (10 minutes)

Vocabulary Introduction:

Show flashcards with words from the following categories:

Toys: doll, ball

Furniture: chair, bear

Rooms: bedroom, broom

Food: bread, spread

Clothes: sock, rock

After-School Activities: cook, book

Plants: tree, bee

Family Members: dad, glad

Listening Activity:

Play an audio track with rhyming pairs.

Students listen and repeat the pairs:

Doll - Ball

Chair - Bear

Bread - Bed

Cook - Book

Tree - Bee

Sock - Rock

Dad - Glad

Ask students to notice the rhyming sound at the end of each pair.

3. Practice (15 minutes)

Activity 1: Rhyming Word Match (Listening & Vocabulary)

Hand out worksheets with a list of words and have students match the rhyming pairs.

Example:

doll - ball

sock - rock

tree - bee

Go over answers as a class.

Activity 2: Make a Sentence (Grammar & Speaking)

Ask students to make simple sentences using rhyming pairs.

Example:

The doll plays with the ball.

The cook reads a book.

Have students share their sentences with a partner and then with the class.

4. Production (10 minutes)

Group Rhyme Challenge:

Divide students into small groups and give them a set of words.

They must come up with short rhymes or poems using at least two rhyming pairs.

Example:

My dad is glad to read a book, while the cook is cooking near the nook.

Groups present their rhymes to the class.

5. Wrap-Up (5 minutes)

Recap and Feedback:

Quickly review the rhyming pairs learned.

Praise creative sentences and rhymes from students.

Exit Ticket:

Ask each student to say one rhyming pair before leaving the class.

Assessment:

Listening: Ability to identify rhyming pairs from audio.

Speaking: Pronunciation and fluency while creating rhymes and sentences.

Vocabulary: Correctly using words from the target categories.

Grammar: Forming simple sentences using rhyming words.

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I would like to thank you for the interesting and useful training. The very next day, I started using ChatGPT, taking into account the new knowledge gained during the lecture. It has made my work much easier. I saved a lot of precious time. I was able to take longer walks and spend more time with my grandchildren.

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draw a woman, walking with a little BOY and a girl and one rotveiler dog in vilnius in spring

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Any sufficiently advanced technology is equivalent to magic. - Arthur C. Clarke

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Lesson Plan Worksheet: China’s Technological Advancements

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As a teacher, I view AI tools in education as both a promising asset and a potential challenge. AI can personalize learning experiences, allowing students to progress at their own pace and receive instant feedback. This can be particularly beneficial for learners who need additional support or those who excel and require more advanced material. Moreover, AI-driven tools can streamline administrative tasks, freeing up valuable time for more meaningful interactions with students.

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Photo by Emiliano Vittoriosi on Unsplash

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In this photograph captured by Emiliano Vittoriosi, a sleek Mac Book with an open window can be seen. The screen displays the homepage of ChatGPT, an AI language model, which is designed to facilitate communication and provide information to its users. Do you know what is Native Advertising? Check my service here: https://emilianovittoriosi.gumroad.com/l/native-advertising Reach your customers faster with my service! – Download this photo by Emiliano Vittoriosi on Unsplash

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Kristina T. Lesson plan The Ancient Egyptians

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Kristina T. Lesson plan The Ancient Egyptians

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Reflection on Using AI Tools in English Teaching

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There is also a PowerPoint presentation created with words starting with the first letter of the alphabet and pictures drawn using design tools.

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Diana Binevič, lesson plan for primary school

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I really enjoyed the lesson about the use of artificial intelligence in teaching. It opened up new horizons for me — I realized how much I haven't yet used in my work and how much can be done, created, and taught to others with these tools. My main goal is to share this information with my colleagues so they can apply it in their own work. Since I work in primary education, I was particularly impressed with the tools that allow creating visual drawings. I also really liked the CLOZEit tool and the possibilities it offers for text analysis, sorting, and creating tables. I shared this with my daughter, a 10th grader, and she absolutely loved it. It’s amazing how much technology can enhance learning and make it more engaging. The ability to use AI to create interactive and personalized learning materials is a game changer. I feel inspired and motivated to start integrating these tools into my lessons and share them with my colleagues and students. There’s so much potential in using AI to make education more dynamic and fun. The lesson helped me see just how much is possible and how much more I can do in my teaching practice. I’m excited to continue exploring these tools and incorporating them into my daily work, helping others learn and grow through innovative methods.