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Pedagogical Toolkit for Teaching English 

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Pedagogical Toolkit for Teaching English 

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Presentations of the experts in phase 3.

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Presentations of the experts in phase 3.

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This lesson plan focuses on introducing the topic of healthy food to students aged 11 to 14 at an A2 level. The main goal is to develop their speaking skills by encouraging them to describe, compare, and express preferences about different types of food. The lesson includes interactive activities such as games, guided dialogues, and group discussions, supported by visual aids and real-life examples. The session is designed to be dynamic and student centered, lasting approximately 60 minutes.

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This didactic unit, developed in phase 3, is designed to enhance students' speaking skills through interactive activities related to healthy food. It includes engaging tasks, visual aids, and real life contexts aimed at encouraging oral expression and vocabulary use in learners aged 11 to 14 at an A2 level.

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Activities designed with artificial intelligence tools to strengthen oral production and vocabulary, promoting autonomous and dynamic learning for B1-level students.

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After reading the article "Redefining the Teacher’s Role in Education through Artificial General Intelligence (AGI)" by Haci Hasan Yolcu, I realized that the advancement of AGI is not just about technological innovation, but also about a deep transformation in how we understand the teaching profession. The author explains that as AGI becomes capable of performing complex tasks such as formative assessment, adaptive content design, and personalized interaction, the teacher’s role shifts from being a transmitter of knowledge to becoming a facilitator, guide, and designer of meaningful learning experiences. This perspective made me reflect on how much we, as future teachers, must prepare ourselves to accompany this change in a conscious and critical way.

In my opinion, the role of the English teacher must be redefined around new competencies. It is no longer just about teaching grammar or vocabulary, but about encouraging critical thinking, autonomy, and the strategic use of technological tools. With the support of AI, students can practice pronunciation, improve their writing, or engage in interactive conversations in real time. Therefore, the teacher’s responsibility is to interpret the information generated by AI to personalize teaching, resolve deeper doubts, and maintain the irreplaceable human element: empathy, motivation, and emotional connection with students.

I believe this evolution should not be seen with fear, but rather as an opportunity to rethink education from a more human and collaborative approach. Artificial intelligence can become a powerful ally if we view it as a support tool and not as a threat. To make this possible, teachers must receive proper training on how to integrate these tools, reflect on their ethical implications, and actively participate in shaping new teaching methodologies. Only in this way can we ensure that technology truly serves learning and not the other way around.