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In Artificial General Intelligence's future, the teacher won't be the "sage on the stage" anymore but a good guide of individualized learning paths. AGI offers incredible ability to personalize instruction, but without the instincts, compassion, and empathy that teachers bring to the learning setting. The role of the teacher is to partner both with students and technology where we help interpret AI findings, encourage curiosity, and enable social and emotional growth that technology can't.

For English teachers, this new world translates into less robotic lessons and more focus on building effective communication and cross-cultural awareness. We leverage AI to mechanize tedious tasks like grammar corrections or pronunciation drills so that we can explore further into rich conversation, critical thinking, and cross cultural study. It's about gaining technological efficiency harmonized with human touch in order to build an encouraging yet progressive learning environment.

Accepting this new role calls upon us to be lifelong learners as well agreeable to learn about new technologies without sacrificing the principles of education. We must be accountable for instruction not only in language but in digital literacy and ethical use of AI. Ultimately, instruction remains an act of human care and inspiration, wherein the human element takes data and algorithms and shapes them into stories, insights, and change.

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Daily routines

Objective: Students will have the ability to talk about their everyday routines by applying the simple present tense and time related phrases.

Students level: A2

Students Age: 10-12 years old

Target skill: speaking and writing

Target vocabulary: daily activities, for example, brush teeth, have lunch, go home. Time indicators, such as at 8:00, at night.

Target grammar: Simple present tense affirmative.

Warm-up activity

Activity name: Guess my daily routine.

Objetive: Spark student interest and introduce the theme of daily schedules.

Description:

1. Display flashcards: featuring common daily activities.

2. Prompt students: To guess both the action and the typical time it occurs.

3. Encourage interaction: by having students responded by raising hands or shouting out guesses.

Material: Flashcards with daily routine actions and a clock.

Main activities

Activity 1: Pre-Activity: Getting started whit grammar and vocabulary.

Objective: Help students get familiar whit the simple present tense and common time expressions.

Description:

1. Write a few sample sentences on the board, such as ¨I wake up at 7:00 Am¨

2. Go over the basic structure of the simple present tense and explain how time expressions are used with it.

3. Give students a handout that includes a list of daily routine verbs and useful time expressions for them to refer to during the lesson.

Activity 2: During activity: Pair work practice

Objective: Use the target grammar and vocabulary in a practical and interactive way.

Description:

1. Students work whit a partner to put together a daily routine schedule using the vocabulary and grammar they have learned.

2. They write sentences like ¨I wake up at 8:00¨ and then share them whit partner.

3. Encourage them to ask each other follow up questions about their routines, such as ¨what time do you go to home¨.

Activity 3: Post-Activity – Class Sharing

Objective: Reinforce speaking skills and build confidence.

Description:

1. Each pair shares their daily routine with the class.

2. The teacher provides feedback and corrects any errors in grammar or pronunciation.

3. Encourage the rest of the class to listen and ask questions.

Material:

Whiteboard and makers for writing, student handout featuring daily actions and time vocabulary.

Pair work handouts with a table for students to fill in their daily routines.

None (students use their completed pair work handouts).

Practice or Assessment Activity Name: Worksheet Completion

Objective: Assess students' understanding of the target grammar and vocabulary.

Description:

1. Students complete a worksheet where they fill in the blanks with the correct verb and time expression (e.g., "I ___ at 7:00" – answer: wake up).

2. They also match verbs to the correct time expressions (e.g., "wake up" → "at 7:00").

3. Collect the worksheets to evaluate individual progress.

Material: Worksheets with fill-in-theblank exercises and a matching activity.

Closure Activity Name: Review and Q&A

Objective: To summarize the lesson and assess the learning outcomes.

Description:

• Lesson summary: simple present, everyday verbs and time expressions.

• Students share something they have learned or found interesting.

• Conduct a brief Q&A session to address any remaining concerns or questions.

Material: Whiteboard and markers.

Homework/Follow-up Activity Activity Name: Write About Your Day

Objective: Reinforce the lesson content through writing.

Description:

• Students should write a paragraph describing their daily routine using verbs and time expressions discussed in class.

• Example: "I wake up at 7:00. I eat breakfast at 7:30. I go to school at 8:00..."

• Collect the paragraphs for review in the next class.

Material: None (students write in their notebooks).

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Exploring cultures: People around the world.

Theme: Cultures and traditions.

Grammar: Present simple, question forms. Vocabulary: Countries, nationalities, hobbies.

Reading: Articles about different cultures. Listening: Interviews whit people from various countries.

Writing: Short paragraphs about personal cultures.

Speaking: Role playing games introducing themselves.

Time (number of hours & weeks)

-4 sessions (1 hour each), 1 month (1 session per week).

Unit objectives

Main unit objective: Students will be able to introduce themselves and discuss cultural differences using present simple tense and relevant vocabulary.

Lesson objectives: What skills students are working?

Lesson objective 1: Students will learn vocabulary related to countries and nationalities.

Lesson objective 2: Students will practice asking and answering questions using present simple.

Lesson objective 3: Students will read and summarize short texts about cultural traditions.

Lesson objective 4: Students will role play introductions and discuss cultural differences.

Course Learning Outcomes

Main unit learning outcome: Students will communicate basic information about themselves and others, demonstrating cultural awareness.

Lesson objective 1: Students will correctly use vocabulary related to nationalities.

Lesson objective 2: Students will form grammatically correct questions and answers.

Lesson objective 3: Students will identify key details in cultural texts.

Lesson objective 4: Students will engage in a conversation about cultural differences.

Formative - Assesments

• Vocabulary matching quiz: Include a continuum of assessments.

• Pair interviews: So, you can monitor progress check.

• Group discussion summaries: For understating, and determine.

• Role play performances: Mastery of skills and concepts.

Teaching methods

For this unit, we will use a communicative approach focused on real and significant interaction, adapted to young people (17-19 years old) with a basic level of English (A2). The goal is to help students overcome their fear of speaking and using English in a practical way, with dynamic activities relevant to their interests.

Interactive Activities (pair/group work)

Examples:

Cultural Exchange: In pairs, students interview a partner about their family traditions using pre-practiced questions (What do you eat on vacation?). They then present their answers to the group.

Rationale: Develops confidence and fluency in an informal environment, similar to real-life situations they might face (travel, cultural exchanges).

Immediate feedback and peer learning Techniques:

Quick correction: During oral activities, the teacher writes down common errors on the board (without naming the students) and corrects them as a group.

Self-assessment: At the end of each session, students mark their comfort level with speaking/writing on a chart.

Reason: Reduces anxiety about mistakes and promotes a collaborative environment.

Key resources

Short videos: Like ¨A day in the life¨ videos featuring people indifferent countries.

Authentic audio clips: Songs or podcasts whit everyday dialogue.

Interactive apps: Kahoot, for vocabulary quizzes or mentimenter for sharing opinions about cultures.

Student´s context

English level: A2 (Basic)

Age ranger: 17-19 years

Grade: 10th and 11th grade Learner’s Needs: Practical communication skills, cultural exposure.

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Speaking expert

Main Components of Effective Speaking Activities

- Interaction: Have students talk to each other, not just to the teacher. This builds confidence and fluency.

- Language Support: Provide key vocabulary, phrases, or sentence starters to help students communicate.

- Speaking time: Give more activities where students are doing most of the talking, not listening or writing.

- Give feedback: Give a correction and compliments. Make a comment about what students did right, and give minimal improvement ideas.

Three Activities That Encourage Speaking Practice

- Debates: Give students a topic and let them discuss and share opinions. It gives fluency, enables them to express ideas, and enhances listening and arguing skills.

- Pictures descriptions: Students describe a picture or photograph in detail to a partner who has not s een it, focusing on use clear vocabulary and their pronunciation.

- Jazz Chants: Use rhythmic chants with repetitive language structures to allow students to internalize rhythm and stress.

How to Create a Supportive Environment for Speaking?

- Encourage Mistakes: Let students know that it's okay to get it wrong errors are the learning curve.

- Clear Intructions: If students understand the activity, they will feel more secure contributing.

- More participation: Reward effort and speaking, not correctness.

- Good environment: Give kindness, patience, and respect for differing opinions and abilities.

Key Aspects of Pronunciation to Teach

- Individual Sounds: Practice often confused sounds, example, "sheep" and "ship".

- Word Stress: Help students learn which syllable in a word is stressed, example, "REcord" vs "reCORD".

- Sentence Stress: Practice how some words in a sentence are stressed to convey meaning "I did call you!".

- Intonation: Rising and falling tones help convey emotion, intent, or questioning.

- Connected Speech: Show how native speakers link words together, for instance, "What do you want to do?" becomes "Whaddaya wanna do?".

Three Activities to Improve Pronunciation

- Karaoke: Students can choose their favorites songs and learn the pronunciation singing, and also learn new vocabulary, remembering the song.

- Stress and Intonation Marking: Use short dialogues. Students mark stressed words and rising and falling intonations and then practice in pairs for spontaneous use.

- Shadowing: Students listen to a short recording and immediately repeat it back, trying to mimic the speaker's rhythm, stress, and intonation. Great for fluency and natural speech.

How to Incorporate Pronunciation Practice into Regular Lessons?

- Use techno Tools: Apps like duolingo or YouTube videos may help outside of class practice.

- Warm-ups: Play tongue twister or fast pronunciation game.

- Provide Feedback at Speaking Tasks:

Repair frequent issues as one speaks without disrupting flow.

Presentation by Luz Gutiérrez: https://drive.google.com/file/d/1DfHaEfePAp3x9h8pp-0vjuDp55hxJARR/view?usp=drivesdk

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Language skill: Speaking

Topic: Personal tastes in movies

Objective: Students will be able to communicate and justify their film preferences using the simple present tense and related vocabulary in brief oral interactions.

Activity structure:

Show and teach useful expressions:

I like / I don’t like / I love / I enjoy / I hate
- My favorite kind of movie is...
- I prefer... because...
- I usually watch movies...
- I recommend...

Examples:

- I like comedy movies because they are so funny.
- I don’t enjoy horror movies because they’re too scary for me.

AI tool: Kahoot quiz

8 questions to answer:

1. What’s your favorite movie genre?
A. Action
B. Romance
C. Suspense
D. Comedy

2. How often do you watch movies?
A. Every day
B. Once a week
C. Only on weekends
D. Rarely

3. Which movie would you choose for a movie night?
A. White chicks
B. Titanic
C.The hunger games

D. Red

4. Who do you prefer to watch movies with?

A. Friends

B. Alone

C. Family

5. What is your favorite movie of all time?

(open question)

6. Which movie genre do you dislike the most?

A. Horror

B. Romance

C. Sci-Fi

D. Documentary

7. Do you prefer movies with:

A. Happy endings

B. Sad endings

C. Surprising endings

D. Open endings

8. How do you decide what movie to watch?

A. Recommendations from friends

B. Reviews online

C. Trailer

D. Random choice

Speaking practice

After kahoot questions:

Ask students to explain their choice orally.

- Angela , you chose sci - fi movies, Why?
- Angela: “I like sci - fi  movies because I love the dystopian worlds like the hunger games”.

Encourage the use of linking words like because, but, also, and.

Then the students can ask questions:

“What’s the scariest movie you’ve seen?”

Feedback:

- Give gentle corrections on grammar or pronunciation.

- Highlight well done sentences and interesting vocabulary.

- Give extra points for the most creative answers.

Can kahoot be helpful for speaking activities?

- It engages students through game based learning.
- Promotes authentic speaking.
- Encourages participation, especially in shy students.