# data[].attributes.body
Artificial intelligence should not be seen as a replacement for teachers, but rather as a tool that assists in this task. The author comments that while AI handles repetitive tasks, such as grading exercises or delivering standardized content, teachers focus on skills such as motivation, empathy, and critical thinking, thus serving as a guide that facilitates personalized learning.

In the educational context, AI can change pedagogical practice, offering tools such as chatbots, pronunciation systems, grammar, and adaptive platforms. However, teachers must assume a more strategic role to ensure these learning experiences are meaningful. While AI provides repetitive exercises, teachers can organize debates or collaborative projects that require creativity and cultural expression, things that AI does not yet do. Finally, it is necessary for teachers to develop digital skills and flexible ways to implement AI correctly. Teachers must be intermediaries who help students receive this information and develop autonomy in their learning. The inclusion of AI does not diminish the importance of teachers, but rather redefines their role toward a more human, creative, and facilitating approach to learning in a digital world.

# data[].attributes.body
Welcome to the Toolkit, a repository designed for educators looking to integrate Artificial Intelligence (AI) into English language teaching in innovative and pedagogical ways! This space compiles key resources developed throughout the course, from lesson plans to AI-powered activities, designed to inspire and facilitate the adaptation of these technologies in the classroom.

# data[].attributes.body
Levels A1 – A2

Learning Objective

At the end of the activity, students will be able to:

Identify 10 daily routine verbs (e.g., wake up, shower, work).

Formulate sentences in the simple present tense to describe their own routines (e.g., "I wake up at 7 AM").

Language Skills

Vocabulary + Grammar

The objective of this class is to expand vocabulary about daily routines, recognize new words, relate them to images and everyday situations, and be able to speak correctly about them.

Instructions: 10-15 min

Phase 1: Interactive quiz. Answer multiple-choice questions.

Phase 2: Answer true, false, choose the correct option.

Phase 3: Complete sentences.

Practice: https://quizizz.com/join?gc=63501044

Code: 63501044

Feedback:

Review the mistakes they made, showing the correct option.

And do an activity in pairs where they compare the routines with each other.

# data[].attributes.body
The article highlights how Artificial General Intelligence (AGI) can revolutionize education by offering personalized learning, which involves real-time feedback and adaptive assessment. In English teaching, this translates into the use of tools like ChatGPT, which can design exercises tailored to each student's level and pace, identify grammatical errors, and suggest improvements in unique and personalized vocabulary at each student's pace. However, this personalization requires teachers to acquire digital skills to integrate AI pedagogically, combining its use with strategies that encourage human interaction and contextualized language practice within established ethical boundaries.

The role of the English teacher evolves from that of a transmitter of knowledge to that of a facilitator and mentor, where they will primarily be responsible for designing interactive pedagogical activities for students to implement technology in their learning. AGI takes on mechanical tasks (automatic correction, activity generation), allowing teachers to focus on developing students' socio-emotional skills, creativity, and critical thinking. For example, while AI simulates basic conversations, teachers can guide cultural discussions or analyze linguistic nuances that require human sensitivity. Furthermore, they must teach students to use AI critically, discerning between reliable sources and linguistic or cultural biases that may arise in automated tools.

However, the integration of AGI poses multiple ethical challenges. Student data privacy, equity in access to technology, and mitigation of algorithmic bias are priorities. An English teacher must ensure that AI platforms meet ethical standards and do not replicate stereotypes in content or assessments. This requires ongoing training in technical and ethical skills, as well as a balance between technological innovation and preserving the human connection essential for motivating and contextualizing language learning. AI does not replace teachers; rather, it redefines their value as guides in a dynamic, hybrid educational environment.

# data[].attributes.body
I read the article Redefining the Teacher's Role in Education through Artificial General Intelligence (AGI) by Haci Hasan Yolcu. I want to share the main ideas from the article and my thoughts on how the role of English teachers should change when using AI in education.

Yolcu explains that AGI can change education in many ways. It can help students learn in a way that is right for them, improve how teachers check student progress, and help teachers make better learning experiences. He also talks about the importance of using AI in a fair and safe way, like protecting student data and making sure AI is not biased. The article says teachers should learn how to use AGI well in their work.

When schools start using AI, English teachers should not only give information. Instead, they should help students use AI to improve their language skills, think more deeply, and be more creative. Teachers should also teach students how to use AI in the right way, and understand how it can affect people and society.

In conclusion, AI in education can help English teachers change their role. By using AI tools, teachers can help students become better thinkers, be more creative, and understand the right way to use technology. This keeps education focused on people, with teachers helping students face the challenges of a digital world.

# data[].attributes.body
Ø  Activity Design with AI Tool

Selected Tool: ChatGPT

Learning Objective:

Students will be able to hold basic conversations in English on everyday topics such as personal introductions and hobbies, using correct grammatical structures, relevant vocabulary, and integrated reading and writing skills.

Activity Structure

Total Duration: 45 minutes

1.      Introduction (5 minutes):

·       Explanation of the topic: Importance of basic conversations in real-life contexts (e.g., travel, social interactions).

Presentation of ChatGPT as an interactive tool to simulate dialogues and receive immediate feedback.

·       Initial Instruction: "Today we will practice English conversations with ChatGPT. The AI ​​will act as your dialogue partner and help you improve your reading, writing, grammar, and vocabulary by providing personalized feedback at the end."

2.      Detailed instructions (5 minutes):

·       Access ChatGPT through the official platform https://chat.openai.com/

·       Use the following initial prompt to set up the interaction: "Act as an English tutor. Let's practice basic conversations. First, provide a short dialogue about personal introduction and hobbies. Then, ask me questions to continue the conversation. Correct my grammar and vocabulary mistakes."

3.      Guided practice (25 minutes):

·       Exercise 1: Reading and comprehension (5 minutes)

·       ChatGPT generates a short dialogue simulating the introduction of a new virtual friend.

·        The student reads the text and underlines unfamiliar words in their notebook.

·       Use the following prompt "generate 5 multiple-choice reading comprehension questions about the previous text" to generate multiple-choice reading comprehension questions about the previously generated short introductory dialogue about a new virtual friend.

·       Finally, the student writes the answer to each question in the text and asks ChatGPT to verify if the chosen option is correct using this prompt "check if the following answers to the previous reading comprehension questionnaire are correct."

4.      Exercise 2: Writing and Grammar (10 minutes)

·       ChatGPT asks: "What's your name? Where are you from?"

·       The student writes their answers in English.

·        The AI ​​corrects errors and suggests improvements (e.g., "You wrote 'I from Colombia'. Correct: 'I am from Colombia'.").

5.     Exercise 3: Vocabulary and Conversation (10 minutes)

·       ChatGPT introduces 5 new words (e.g., "hiking," "baking") and uses them in questions: "Do you enjoy hiking? What do you bake?"

·       The student responds using the learned words.

4. Feedback (10 minutes):

·       Automated: ChatGPT highlights successes and errors in real time.

·       Teacher: Reviews examples of saved interactions (screenshots) and Organizes a group discussion to address common questions (e.g., use of "do/does").

-         the multimedia support material for the development of content along with the corresponding guidelines and tips for my designed activity.

Link: https://www.canva.com/design/DAGoItIKVLY/MR98mczN5B1uYeMuc6PSJQ/edit

# data[].attributes.body
Identify the Learning Objective:

Writing.

·         Students will be able to write a short and simple story using basic vocabulary and sentence structures

·         Students will demonstrate the ability to describe people, places, and actions in simple terms, focusing on clarity and coherence in their writing.

·         Students will be able to collaborate with peers by sharing their stories and providing constructive feedback using guided phrases.

·          Students will explore and engage with a gamified digital resource, making creative decisions and writing their chosen ending.

·          Students will reflect on their learning process, identifying what they found easy or challenging and using feedback to improve their writing

✓ Clearly define what students should be able to do after completing the activity (e.g., "Students will be able to use past tense verbs correctly in sentences").

Students Will be able to  write sentences about characters or their families.

• Activity Structure:

✓ Introduction: Briefly introduce the topic or skill.

This class aims to develop creative writing skills in English through the use of artificial intelligence, specifically ChatGPT, a free, accessible, and easy-to-use tool in the classroom. From a pedagogical perspective, it promotes active language production and meaningful learning by allowing students to create short stories using basic vocabulary and simple grammatical structures. Technologically, ChatGPT supports student autonomy and motivation by providing immediate feedback, writing suggestions, and clear examples. In addition, a gamified digital resource, such as a “choose your own adventure” activity, is integrated to enhance playful learning, encourage peer collaboration, and stimulate creativity by exploring different story endings. The class, structured in active phases, also includes moments of reflection and feedback, contributing to a dynamic and comprehensive learning experience

✓ Instructions: Provide clear, step-by-step instructions for students to follow.

✓ Practice: Include exercises or tasks that allow students to practice the skill using the AI tool.

• Develop Content:

✓ Create the content needed for the activity, such as prompts, questions, exercises, and/or multimedia elements.

✓ Ensure that the content is aligned with the learning objective and is suitable for the proficiency level of your students.

✓ Incorporate the AI tool’s features into your activity to enhance learning. Bear in mind, you can use AI to design the activity and/or to present the activity to the students.

Description:

1. Students start by answering the following survey. The goal is to invite them to reflect upon their writing skills:

https://docs.google.com/forms/d/e/1FAIpQLScSDqNpXiyhGaxVnIBhucC7n7xLeSWPWrZRes9kk0UxMSFiXQ/viewform

2. The warm-up activity lasts 10 minutes and is designed to activate prior knowledge and set the context for the class. The teacher begins with a short greeting and a quick review of basic vocabulary (adjectives, places, and actions).

Students then observe three simple images and write one short sentence about each (e.g., The dog is happy). This helps students recall key structures and vocabulary they will use later in the story-writing activity, while also encouraging participation and confidence in using English

3. Students will brainstorm various writing prompts. These could be anything from:

·         A specific setting

·         A character trait

·         A conflict

·         An important object

4. Once the students have their prompts ready, they can interact with ChatGPT to get some additional inspiration. They can:

Ask ChatGPT for character backstories based on the traits or archetypes they brainstormed.

Request ChatGPT to generate a plot outline based on their setting or conflict.

Generate dialogue or monologues between characters.

This will help expand their original concepts.

5. Using the ideas generated with ChatGPT, participants will write a short story  based on their brainstorming session.

✓ Feedback:

. Peer Review : Once the stories are written, participants exchange their work with a partner or small group. They can provide feedback on:

How well the AI-generated ideas were integrated.

The strength of the plot, characters, and setting.

Any suggestions for improvement or how to develop the story further.

They can also ask ChatGPT for feedback on their work, like improving dialogue or adding depth to characters.