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This Padlet brings together a series of resources designed by future teachers to enrich the English teaching-learning process through the use of artificial intelligence tools. Here you will find presentations, lesson plans, teaching units, interactive activities, and pedagogical reflections, all focused on the conscious and creative use of technology in the classroom.

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Lesson Planning a. What is the purpose of lesson planning? Lesson planning is an essential process in teaching, as it allows teachers to structure their lessons in an organized and effective manner. Its main purpose is to ensure that teaching time is used optimally; ensuring that content and activities are aligned with learning objectives. Furthermore, good planning helps anticipate potential difficulties students may face and allows the design of strategies to address diverse learning needs. It also contributes to classroom management, reducing improvisation and ensuring a logical flow in instruction. b. Components of a Well-Structured Lesson Plan A lesson plan should include several key elements to be effective: 1. Learning Objectives: Define what students are expected to achieve by the end of the class. 2. Materials and Resources: List of materials needed for the session, such as books, slides, videos, interactive activities, among others. 3. Teaching and Learning Activities: Detailed description of the strategies that will be used to facilitate understanding of the content. 4. Assessment: Methods to measure whether students have achieved the learning objectives (such as discussion questions, quizzes, written assignments, etc.). 5. Estimated Time: Allocation of time for each activity within the lesson. 6. Adaptations for Diversity: Strategies to address the different needs of students. C. How does lesson planning help deliver effective instruction? Planning allows teachers to structure their lessons coherently, ensuring that the content is presented clearly and progressively. It also facilitates the implementation of teaching strategies appropriate to students' different learning styles and proficiency levels. In addition, effective planning allows for better time management and reduces the possibility of improvisations that could affect the quality of the educational process. A well-prepared teacher is better able to adapt to unforeseen events without compromising the lesson objectives. d. How can we ensure that activities have a logical sequence and are connected to the learning objective? To achieve a logical sequence in the classroom, it is essential to structure teaching following models such as the PPP (Presentation, Practice, Production) approach or the task-based teaching model. Some strategies include: Starting with an activation activity to connect the new content with prior knowledge. Introducing the concept in a clear and structured manner, ensuring that students understand the purpose of the lesson. Design progressive activities, ranging from controlled exercises to more open-ended tasks where students can apply their knowledge independently. Conclude with an application or assessment activity where students demonstrate what they have learned in a meaningful context.

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Learning Activity with AI Tool: Grammarly
Developed by: Salma Barreto

1. Learning Objective

Linguistic Skill: Writing in English

Specific Topic: Grammar and Simple Sentence Structure (Correct Use of the Simple Present)

Expected Outcome:
Students will be able to write simple sentences using the simple present tense correctly, applying basic grammar and punctuation rules, and improving their writing with the help of Grammarly.

2. Activity Structure

a. Introduction

In this activity, students will develop writing skills using Grammarly to improve their grammar. They will learn to identify common errors in their writing and correct them with the help of this tool. The activity focuses on the correct use of the simple present tense in English, especially in the third person.

Introductory Question for the Classroom:

What is the correct way to write "She goes to school every day"?

What rules of the simple present tense do you know?

b. Step-by-Step Instructions

1. The teacher will present a brief explanation of the use of the simple present tense, focusing on the difference between the first and third persons.

2. A tutorial on how to use Grammarly will be shown.

3. Students will write a short paragraph (5-6 sentences) about their daily routine using the simple present tense.

4. They will then paste their text into Grammarly to check for grammar and style errors.

5. They will correct the text according to the suggestions and write the final version.

Practice Activities

Task 1: Original Writing
Write a paragraph about a person and their daily routine. Use verbs in the simple present tense, including actions such as: wake up, eat, study, go, look, etc.

Example of uncorrected entry:
Laura wakes up at 7 am. She has breakfast. Then she goes to college. She studies English and watches TV at night.

Task 2: Using Grammarly

Copy your text into Grammarly.

Analyze the highlighted errors.

Accept any corrections you deem appropriate.

Rewrite the corrected paragraph.

d. Feedback

Automatic: Grammarly provides immediate feedback on grammatical, punctuation, and style errors.

Group or teacher: The teacher will select a few corrected examples to discuss in class, explaining common mistakes.

Individual reflection: Each student will write 2-3 short sentences about what they learned using Grammarly.

3. Content developed for the activity

Grammar topic: Simple present tense

Directions: "Describe someone's daily routine using the simple present tense. Make sure you use the third person correctly."

Supporting exercises (optional):
a) Complete the sentences with the correct form of the verb:

Tom (goes/goes) to the gym every morning.

He (watches/watches) TV before going to bed.

b) List of suggested verbs: wake up, eat, drink, study, read, go, work, look, sleep.

4. Use of the AI ​​tool (Grammarly)

Grammarly is incorporated as a key tool for:

Detecting errors and explaining them in real time.

Offering rewriting suggestions.

Improving text structure.

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The article “Redefining the Role of Teachers in Education through Artificial General Intelligence (AGI)” by Haci Hasan Yolcu offers a critical but hopeful view of how technology—specifically, artificial general intelligence—is transforming the educational landscape. One of the central points is that the teacher can no longer be limited to being a transmitter of content, especially in a context where AI can generate information, correct texts, and solve exercises almost instantly. Yolcu proposes that the true value of teachers lies in guiding students in developing critical thinking, ethical reflection, cultural sensitivity, and autonomy in learning. This implies that teachers must become designers of meaningful experiences, mediators who accompany and guide beyond what technology can automate.

From this perspective, the role of the English teacher must adapt and enrich, not disappear. AI, for example, can support language teaching through grammar correction, the generation of personalized exercises, or pronunciation tools. However, it is still the teacher who decides what to teach, how to teach, and, above all, for what purpose. It's not just about students learning to conjugate verbs or expand their vocabulary, but about using language as a tool for personal expression, intercultural communication, and identity building. To achieve this, teachers need to cultivate a critical perspective on AI: understand its scope, but also its limitations. Not all automated feedback is pedagogically valuable, nor does every algorithmic adaptation replace the judgment of a committed educator.

Ultimately, redefining the teaching role in the age of AI also implies a personal transformation. It requires unlearning old paradigms centered on control and repetition, and opening up to a more collaborative, flexible, and human model. Technology can support the what and how of learning, but only teachers can take care of the why. For English teachers, this means promoting meaningful learning, where language is not just a technical skill, but a way to connect with others, to think about the world, and to imagine possible futures. AI doesn't replace empathy, pedagogical intuition, or the emotional bond that occurs in the classroom; on the contrary, it invites us to put these aspects even more centrally.