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These experts shared research-based insights and teaching strategies related to key areas in language learning, aligned with A2-level students’ needs. The main topics covered were:

Vocabulary Acquisition: Focused on strategies to introduce and consolidate vocabulary related to food and drink. Activities included visual aids, flashcards, and context-based usage.

Grammar Practice – Simple Past: Presented methodologies for teaching the simple past tense in meaningful contexts, using storytelling and structured practice.

Speaking Skills Development: Addressed communicative techniques to help students practice spoken English in realistic settings, such as restaurants or everyday conversations.

Each presentation includes theoretical foundations, practical examples, and classroom activities that inspired the lesson planning process in subsequent phases.

Usefulness:
These presentations serve as pedagogical models that combine theory and practice. They helped shape a learner-centered approach and provided methodological guidance for future planning and implementation.

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Post Description:
This section contains three detailed lesson plans designed and implemented during Phase 2. Each plan targets specific communicative objectives for A2-level learners and follows a structured format including objectives, warm-up activities, practice tasks, materials, and evaluation.

Lesson Plans Included:

1. Vocabulary – Food and Drinks
Students learn common food and drink items through matching exercises, group competitions, and sentence building. The plan promotes vocabulary retention and pronunciation.

2. Grammar – Simple Past Tense
Learners identify and use regular and irregular verbs in past tense. Activities include sentence transformation, story completion, and guided writing.

3. Speaking – Ordering Food at a Restaurant
A role-play-based lesson where students take turns being customers and waiters, practicing real-world expressions and turn-taking in conversation.

Usefulness:
These plans are immediately applicable in the classroom and provide a solid foundation for skill integration, communicative competence, and classroom interaction.

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Didactic Unit – Phase 3: Planning Future Activities and Goals

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Didactic Unit – Phase 3: Planning Future Activities and Goals

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Post Description:
This complete didactic unit was designed for A2-level students aged 13 to 14 (grades 7 and 8). It focuses on helping students use "will" and "going to" for future plans, both in spoken and written English. The unit incorporates all four language skills (reading, writing, listening, and speaking), as well as pronunciation and grammar.

Unit Components:

Grammar Focus: Introduction and distinction between “will” and “going to” with visual aids and real-life examples.

Reading Task: Text about a young person’s life plans, followed by comprehension questions and vocabulary work.

Writing Activity: Students write a paragraph titled “My Dream Job and How I Will Achieve It”, using sequencing connectors and future tense structures.

Speaking Practice: Students participate in peer interviews and dramatizations of future scenarios.

Peer Feedback: Students exchange drafts and provide feedback on grammar and coherence.

Usefulness:
This unit fosters autonomy, critical thinking, and creativity while helping students express their goals and ambitions. It also promotes collaborative learning through peer interaction and feedback.

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Description:
This AI-based activity aimed to improve students’ writing accuracy. Students were asked to write a paragraph titled "My Dream Job and How I Will Achieve It." After writing, they used Grammarly to check for grammar, spelling, and vocabulary mistakes. Then, they reflected on the corrections and engaged in peer feedback to enhance their writing further.
Usefulness:
This activity supports autonomous learning, reinforces grammar awareness, and develops students' editing and revision skills through AI assistance. It also encourages students to take ownership of their learning process.

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Redefining the English Teacher’s Role in the Age of AI

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Redefining the English Teacher’s Role in the Age of AI

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Description:
This reflection is based on the article “Redefining the Teacher’s Role in Education through Artificial General Intelligence (AGI)” by Haci Hasan Yolcu. The author explores how AGI will reshape traditional educational roles, requiring teachers to go beyond knowledge delivery and focus on human skills like ethics, empathy, and creativity.

The article emphasizes that with AGI handling repetitive, cognitive tasks, English teachers should become facilitators of meaningful interaction. They must guide learners in developing communicative competence, critical thinking, and digital literacy. Teachers are no longer just transmitters of content—they are co-learners, mentors, and reflective practitioners.

I believe the English teacher's role must evolve into that of a learning designer who integrates AI tools effectively to personalize instruction, promote collaboration, and foster lifelong learning. The ability to combine human sensitivity with intelligent technology will be essential for preparing students for a future where adaptability and ethical awareness are as important as language proficiency.