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The English Toolbox: Creative Strategies for Future Teachers

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The English Toolbox: Creative Strategies for Future Teachers

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Welcome to The English Toolbox, a curated space designed to support future English teachers with practical, innovative, and pedagogically sound resources. This toolkit brings together essential activities, strategies, and materials developed in the context of the course Didactics of English, aiming to enhance language teaching in diverse educational settings. Each entry has been carefully crafted to align with key learning objectives and promote meaningful, student-centered learning experiences.
Explore, adapt, and be inspired to teach with purpose and creativity!

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Task 2: Educational and pedagogical practice

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Task 2: Educational and pedagogical practice

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Topic: Simple Present

Objective: Students will speak and write about their daily routine correctly.

Student’s level: (MCRE) A1

Target skill: Speaking and writing.

Target vocabulary: Daily routine, hobbies, sports, leisure activities and the time.

Student’s age: 10 – 11 years old.

Target grammar: ‘simple present’ to describe routines and habits.

Warm-up activity: Show students a set of pictures depicting daily routines (e.g., wake up, brush teeth, go to school), Teacher will tell them her daily routine to introduce the topic through an example, after that, ask them: What do you do every day?... Encourage students to describe their routines using simple present tense verbs.

Material: (mandatory): Flashcards with the vocabulary, PowerPoint slides with images of daily activities, and explaining the topic and its grammar rules.

Main activities

Create cards with images or drawings that represent different people and their daily activities.

Use a dice, assign a number to each category of person (e.g. 1: student, 2: chef, 3: athlete, etc.)

Each participant rolls it to determine which person they will describe.

Each participant observes the image and writes sentences in the present simple describing the routine of the person in the image.

Examples: "The student goes to school every day," "The chef cooks delicious meals," "The athlete runs in the mornings."

The detective: After writing the sentences, each participant reads their descriptions aloud. The other participants act as "detectives" and try to guess which person is being talked about. The participant who guesses correctly wins a point.

Material:

Cards with images or drawings of different people performing daily activities (a student at school, a chef cooking, an athlete training, etc.).

Sheets of paper or a notebook for each participant.

Pencils or pens.

A dice.

Practice or Assessment

Methods or tasks used to practice and evaluate student learning during or at the end of the lesson.

Closure

To conclude, students are asked to complete the sentences in the simple present tense with the correct verb. Additionally, they are asked to repeat their favorite phrases and feedback is provided. This is a space to clarify students' doubts. Students are invited to express: How did they feel about the development of the class? What was their favorite activity?

Material:

Página web

https://wordwall.net/es/resource/35063285/simple-present-review-elementary-

Homework/Follow-up Activity

They will create a basic conversation to talk about routines and express their favorite activities at home.

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Task 3: Educational and pedagogical practice

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Task 3: Educational and pedagogical practice

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https://www.canva.com/design/DAGkt83NIos/vuKIjlY_oIx53t9ZATM_OA/edit?utm_content=DAGkt83NIos&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

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https://create.kahoot.it/details/d04be984-8464-400b-8d84-636a69fbf3f9

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The integration of Artificial Intelligence (AI) in education represents a profound change in how we conceive the teaching-learning process. This technology, capable of performing human-like cognitive tasks, allows for personalized education, real-time feedback, and the creation of dynamic learning environments. In this sense, AI becomes a valuable tool for teachers in designing innovative didactic materials and guides that promote effective learning through diverse activities. One of the key points in the article is that AI should not replace teachers but rather complement them, allowing educators to focus on essential human aspects such as empathy, critical thinking, and the building of meaningful relationships with students.

Another relevant aspect is AI’s ability to adapt content and assessments according to each student’s individual needs. This requires teachers to develop new technological, ethical, and pedagogical competencies to effectively integrate these tools. The article also highlights important ethical challenges, such as data privacy protection, algorithmic bias, and equitable access to AI. These issues must be addressed responsibly to ensure that the implementation of AI in educational contexts benefits all students and does not reproduce or intensify existing inequalities.

From my perspective as a future English teacher, the teacher’s role should be redefined as a knowledge mediator and emotional guide, capable of incorporating AI tools to enrich language learning without losing the human essence of teaching. This implies cultivating an open, ethical, and flexible mindset toward technology, using AI as an ally to promote deeper, contextualized, and personalized learning. Rather than viewing AI as a threat, we should see it as an opportunity to reinvent our teaching practice with greater purpose, meaning, and impact in the formation of critical, competent, and adaptable citizens.