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The "Cultures and Countries" unit is designed for English learners at the A2 level, ages 12 to 14, in grades six and eight. Its main objective is to enable students to exchange and present information about different cultures and countries, using basic vocabulary and simple grammatical structures in real-life communicative contexts.

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The "Cultures and Countries" unit is designed for English learners at the A2 level, ages 12 to 14, in grades six and eight. Its main objective is to enable students to exchange and present information about different cultures and countries, using basic vocabulary and simple grammatical structures in real-life communicative contexts.

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The unit integrates linguistic content (such as the verb "to be," the simple present tense, and personal pronouns), vocabulary about nationalities, customs, and daily life, and communication skills in reading, writing, listening, and speaking. Active methodologies such as the communicative approach, task-based learning (TBL), cooperative work, and the use of authentic and visual materials are applied.

Over the course of two weeks, students will participate in activities such as vocabulary games, interviews, simulations, guided writing, and group presentations. Assessment will be both formative and summative, promoting meaningful learning, autonomy, oral fluency, and intercultural awareness.

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Apply the principles of English language teaching and effective planning strategies to identify areas for improvement and adapt instructional practices in the educational context of English language teaching.

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Apply the principles of English language teaching and effective planning strategies to identify areas for improvement and adapt instructional practices in the educational context of English language teaching.

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This presentation explores various effective strategies for developing students' reading comprehension, such as guided reading, rereading, and note-taking. It also includes three practical activities that encourage active reading: Socratic dialogue, reading journals, and purposeful reading. It also proposes assessment methods that evaluate both literal and inferential comprehension, promoting critical reflection and reader autonomy.

# data[].attributes.subject
This presentation explores various effective strategies for developing students' reading comprehension, such as guided reading, rereading, and note-taking. It also includes three practical activities that encourage active reading: Socratic dialogue, reading journals, and purposeful reading. It also proposes assessment methods that evaluate both literal and inferential comprehension, promoting critical reflection and reader autonomy.

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This collaborative repository brings together the products developed during the different phases of the training project, which focused on the integration of artificial intelligence tools into English teaching. It includes presentations, lesson plans, a complete teaching unit, AI-designed activities, and a reflection on the teaching role in technology-mediated contexts. The goal is to provide an accessible and organized space for sharing useful and practical resources among pre-service teachers.

# data[].attributes.subject
This collaborative repository brings together the products developed during the different phases of the training project, which focused on the integration of artificial intelligence tools into English teaching. It includes presentations, lesson plans, a complete teaching unit, AI-designed activities, and a reflection on the teaching role in technology-mediated contexts. The goal is to provide an accessible and organized space for sharing useful and practical resources among pre-service teachers.

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The article "Redefining the Teacher's Role in Education Through Artificial General Intelligence (AGI)" by Haci Hasan Yolcu argues that AGI can transform education by automating repetitive tasks and allowing teachers to focus on more human aspects, such as creativity and critical thinking. AGI does not replace the teacher, but rather redefines their role.

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The article "Redefining the Teacher's Role in Education Through Artificial General Intelligence (AGI)" by Haci Hasan Yolcu argues that AGI can transform education by automating repetitive tasks and allowing teachers to focus on more human aspects, such as creativity and critical thinking. AGI does not replace the teacher, but rather redefines their role.

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In English teaching, AGI allows for personalized learning and adapting content to each student's needs. The teacher acts as a guide and facilitator, supporting the development of communication skills and promoting reflective thinking in intercultural contexts.

However, the use of AGI also entails ethical and technical challenges. It is essential that teachers receive adequate training to use it responsibly and equitably. Thus, the teacher's role expands, integrating technology without losing sight of a student-centered pedagogical approach.