•  Scenario: Students need to learn new vocabulary related to food and beverages.

•  Task: Create a learning objective and outcome for a lesson focused on vocabulary acquisition.

Development.

Learning Objective (SMART): Students will be able to define and utilize at least eight of the ten new food and beverage vocabulary words accurately in short sentences by the end of the lesson.

Learning Outcome: Students will use at least five of the target vocabulary words to complete a matching exercise, construct original sentences with the new words, and engage in a brief discussion about their favorite foods in order to show that they understand the vocabulary related to food and beverages.

Situation 2: Grammar Practice

•  Scenario: Students are practicing the past simple tense to talk about past events.

•  Task: Create a learning objective and outcome for a lesson focused on grammar practice.

Development.

Learning Objective (SMART): Students will be able to describe past occurrences in at least eight out of ten sentences using the past simple tense at the end of the class.

Learning Objective: By writing a brief paragraph describing a previous experience and accurately utilizing at least five regular and three irregular verbs in the past simple tense, students will show that they grasp the past simple tense. Additionally, while keeping grammatical precision, they will tell their story verbally to a companion.

Situation 3: Speaking Skills

•  Scenario: Students will participate in a role-play activity to practice ordering food in a restaurant. • Task: Create a learning objective and outcome for a lesson focused on improving speaking skills.

Development.

Learning Objective (SMART): Students will be able to role-play placing an order at a restaurant utilizing at least five pertinent words such as "I'd like...", "Can I have...?", and "What are the specials?" with little hesitation at the end of the class.

Learning Outcome: Based on a rubric that emphasizes fluency, pronunciation, and precise use of pertinent vocabulary and phrases, students will successfully engage in a restaurant role- play, showcasing their capacity to place clear food orders, pose pertinent questions regarding the menu, and react to the waiter or waitress in a suitable manner.

AI Tool: ChatGPT

Topic: Creating Interactive Conversation Exercises

Language Skill: Speaking (Fluency and Interaction)

🔹 Learning Objective:

Upon completion of this activity, students will be able to initiate and maintain a basic conversation in English, using vocabulary, expressions, and structures appropriate for real-life situations. They will improve their fluency by participating in interactive chats with ChatGPT, focusing on everyday interactions such as introducing themselves, asking for information, and ordering food.

🔹 Activity Structure:

Introduction:

This activity aims to provide students with a practical and fun way to practice their English speaking skills through simulated conversations with ChatGPT. ChatGPT, as a conversation partner, will help them develop their fluency in a supportive and non-judgmental environment.

Instructions:

1. Open the ChatGPT platform. 2. Choose one of the following conversation topics:

- Introducing yourself

- Ordering food at a restaurant

- Asking for directions

- Booking a hotel

3. Start a conversation with ChatGPT using the suggested starter phrase.

4. Maintain the conversation for at least 10 exchanges.

5. Record yourself responding aloud to each ChatGPT response.

6. When finished, complete the self-reflection form provided by your teacher.

7. Submit your audio recording along with your reflection through the classroom platform.

Practical Activities:

Students will:

- Interact with ChatGPT using prompts such as:

- "Hi! I'm [Name], nice to meet you!"

- "Could I see the menu, please?"

- "Where is the nearest pharmacy?"

- Focus on:

- Speaking in complete sentences

- Using practical expressions

- Applying correct word order and pronunciation

Feedback: - Get immediate responses from ChatGPT, allowing students to compare their answers with model replies. - Teachers can provide feedback after listening to students’ voice recordings, focusing on aspects like fluency, vocabulary, and pronunciation. - Encourage self-assessment with a reflection form that includes questions such as: - What did you find easy or challenging during the conversation? - What new words or phrases did you pick up? - How confident did you feel while speaking English?

Developed Content (Expanded): Scenario Cards (PDF or Slide Deck): Imagine a set of 5 to 7 role-play scenarios presented in a fun and visually appealing way, whether as printable cards or digital slides. Each card features: Context description: (for instance, "You’re at a restaurant ordering lunch.") Student role: (like, "You are the customer.") ChatGPT prompt: (for example, "Hi! I’d like to order lunch, please. Can you show me the menu?") Objective: (such as, "Use at least 5 food-related vocabulary words and 2 polite expressions.") These cards are designed to steer the conversation and help students dive into real-life situations. Target Vocabulary Lists for Each Scenario: Every scenario comes with a handy list of 8 to 10 relevant words or phrases that students should try to incorporate. For example: Restaurant Scenario: waiter, menu, special, appetizer, dessert, “I’d like...”, “Can I have...?”, bill Hotel Scenario: reservation, check-in, single/double room, “Do you have...?”, “How much is...?” These vocabulary lists are great for helping students get ready before chatting with ChatGPT and act as a useful reference during the activity. Sentence Starters and Useful Expressions: A handout or slide filled with essential expressions and sentence structures to boost speaking fluency, such as: “Excuse me, could you...?” “I’m looking for...” “That sounds great, thank you.” “I don’t understand. Could you repeat that, please?” These are especially beneficial for A2–B1 learners, helping to minimize hesitation and promote natural language use. Self-Reflection Template: A structured document where students can think about their speaking performance after the activity. It includes: Rating checkboxes (on a scale of 1 to 5) for fluency, vocabulary use, confidence, and comprehension. Guiding questions: What part of the conversation did you enjoy the most? What vocabulary or expressions did you use successfully? What will you improve next time? A space for comments to personalize reflections and set future goals. Optional Video Guide (2–3 minutes):https://www.youtube.com/shorts/xkAzGGFg0Q8?feature=share

The article also touches on important ethical issues related to using AGI in education, such as data privacy, algorithmic bias, and the risk of reducing human interaction. Yolcu emphasizes the need to empower teachers through ongoing professional development and support systems, enabling them to make the most of AGI's advantages. By equipping educators with the right skills and knowledge, they can tackle the challenges of integrating AI, ensuring that technology enhances the learning journey rather than complicating it. This perspective highlights the vital role of human connection in teaching, where qualities like empathy, creativity, and ethical decision-making are irreplaceable.

When it comes to redefining the role of English teachers in this new landscape, it's crucial to see AGI as a tool that enhances and supports teaching strategies. English educators can use AGI to offer personalized feedback, create conversational practice scenarios, and tap into a wealth of linguistic resources, all of which can enrich the learning experience. However, the essential tasks of promoting critical thinking, cultural understanding, and effective communication still rely heavily on human interaction. Therefore, the role of the English teacher is evolving into that of a facilitator, guiding students through this new educational terrain.