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1. The Presentations of the Experts – Phase 2

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1. The Presentations of the Experts – Phase 2

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This section compiles the presentations made by each expert on the skill they chose to analyze. Each presentation summarizes the key aspects of their research and is organized as follows: a title, an introduction, a comprehensive description of the selected skill, its relevance, methods for teaching it, recommended pedagogical techniques, and suggested teaching materials to support learning.

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In this section, you will find a detailed lesson plan focused on the use of the present simple tense in English, designed for CEFR A2 level learners. The plan features engaging activities such as role-playing, routine journals, board games, interactive quizzes (Kahoot, Google Forms), and homework assignments using digital tools. Its goal is to enhance both oral and written comprehension and production skills through everyday scenarios.

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This teaching unit has been developed as a comprehensive sequence of lessons for secondary school students. It includes a context analysis, objectives, methodology, learning activities, and assessment methods. The unit adopts a student-centered approach and encourages the development of language skills through task-based learning.

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This didactic activity focuses on practicing the simple present tense through reading and grammar exercises. Using Kahoot!, students engage with short texts about superheroes’ daily routines and answer interactive questions to improve their comprehension and sentence construction skills. The activity includes clear instructions, varied question types, and immediate feedback to reinforce correct use of affirmative, negative, and interrogative forms.

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In this article by Haci Hasan Yolcu, we can highlight how Artificial General Intelligence (AGI) is currently transforming the educational landscape and emphasizes the need to redefine the role of the teacher. One of the most relevant points is that AGI has the potential to personalize learning at unprecedented levels, adapting to the needs, pace, and learning styles of each student. This allows the educational process to be more efficient and student-centered, but it also implies that the teacher must cease to be the sole source of knowledge.

Another important aspect mentioned by the author is that with the integration of AGI, the teacher would adopt a role more oriented towards facilitation, mentoring, and emotional support. The teacher becomes a guide who helps students develop critical, creative, and ethical skills, as well as interpret and apply the knowledge generated by artificial intelligence. Additionally, the teacher must be prepared to teach digital competencies and foster critical thinking regarding the information provided by AI.

I believe that the role of the English teacher, in this new context, should focus on enhancing communicative skills, collaboration, and interculturality, taking advantage of AI tools to personalize teaching and motivate students. The teacher must be a mediator between technology and human learning, not trying to limit it but promoting an ethical and responsible use of AI, ensuring that students not only acquire knowledge but also develop values and skills for life in an increasingly digitalized world.