In this phase, I understood the importance of planning lessons with clear and measurable objectives that guide activities and assessment. I learned to differentiate between learning objectives and outcomes and the relevance of a communicative approach to promoting the effective use of English. Collaborative work strengthened my ability to design materials, and reviewing the webinar helped me adapt methodologies to students' needs. This experience consolidated theoretical and practical knowledge for effective teaching.

Phase 3 – Teaching Unit and Lesson Plans

Title: Teaching Unit and Lesson Plans (Phase 3)

Description: Complete format with objectives, content, strategies, resources, and assessment for the implementation of the unit.

Link:

https://docs.google.com/document/d/17PTwcFZCJ-oizE564TPbGgBdz5GUkR_r/edit?usp=sharing&ouid=113955276422422969853&rtpof=true&sd=true

Description: Complete format with objectives, content, strategies, resources, and assessment for implementing the unit.

Link:

https://docs.google.com/document/d/17PTwcFZCJ-oizE564TPbGgBdz5GUkR_r/edit?usp=sharing&ouid=113955276422422969853&rtpof=true&sd=true

Objective: To develop speaking skills in ninth-grade students using Flipped Learning to foster autonomy, collaboration, and participation.

Tool: Flipped Learning + CLIL

Brief Description:

Pre-class: 7-minute interactive video on daily routines in English and a worksheet with written comprehension and production.

In-class: charades game, oral presentations, group comic creation, and cultural discussion.

Assessment: Checklist with pronunciation, vocabulary, and fluency criteria.

Pedagogical Justification:

Allows for classroom time for practice and application, fostering autonomy and meaningful interaction. Integrates content and language for contextualized learning, fostering confidence and reducing anxiety in public-sector students.

Reference:

Ahmed, S. T. S. (2022). Using Flipped Learning to Enhance Speaking Skills in EFL Contexts.

Description: OpenAI's AI-based language model that enables natural conversations, generates texts, and supports autonomous English learning.

Applications for English teaching:

Conversation simulations for speaking practice.

Grammar correction of texts.

Generation of reading, vocabulary, and writing activities.

Autonomous practice available 24/7.

Support for planning and creating teaching resources.

Teaching activity with ChatGPT:

Title: Let's Talk with ChatGPT – Practicing Speaking and Writing with AI

Objective: Formulate and answer questions about daily routines in the simple present tense using appropriate vocabulary and structures.

Description:

Students chat with ChatGPT to practice speaking and writing.

They answer questions, ask for corrections, and note down mistakes and new vocabulary.

They engage in at least five interactions to reinforce learning.

Example:

ChatGPT: What time do you wake up?

Student: I wake up at 7 o'clock.

ChatGPT: Good. What do you do after waking up?

Details:

Level A2, speaking focus with reinforcement of writing, simple present tense, key vocabulary: wake up, get dressed, have breakfast, etc. Duration: 30-40 minutes.

Reflection on the underlying article:

The article "Redefining the Teacher's Role in Education through Artificial General Intelligence (AGI)" argues that AI transforms the teacher's role from transmitter to facilitator and mediator of learning. AI can perform repetitive tasks and offer immediate feedback, but it does not replace human empathy or guidance. Tools like ChatGPT empower student autonomy, but require active planning from the teacher, who designs meaningful experiences for current learning.

References:

• Almira, T. (2023). The Role of AI in Efl Teaching and Learning . German International Journal of Modern Science / Deutsche Internationale Zeitschrift Für Zeitgenössische Wissenschaft, 71, 30–33. https://doi-org.bibliotecavirtual.unad.edu.co/10.5281/zenodo.10459832

• Hamer, J. (2012). How to Teach English  (2nd ed.). Pearson Education Limited. https://www.academia.edu/29550207/How_to_Teach_English_2nd_Edition_Jeremy_Harmer

•  Ospina Giraldo, V. A., & Muñoz Fandiño, M. A. (2024). Educación bilingüe en Colombia: retos y beneficios de transformar una escuela monolingüe . EducAcción Sentipensante, 3(2), 35-41. https://hemeroteca.unad.edu.co/index.php/educ_sentipensante/article/view/6793

• Pokrivčáková, S. (2019). Preparing teachers for the application of AI-powered technologies in foreign language education . Journal of Language and Cultural Education, 7(3), 135–153. https://doi.org/10.2478/jolace-2019-0025

• Robertson, C., & Acklam, R. (2000). Action plan for teachers: A guide to teaching english (1st ed.). British Broadcasting Corporation 2000. https://www.academia.edu/39936264/Action_Plan_for_Teachers_a_guide_to_teaching_English_by_Callum_Robertson

• Usó-Juan, E, & Martínez, A. (2006). Current Trends in the Development and Teaching of the Four Language Skills . De Gruyter Mouton. https://bibliotecavirtual.unad.edu.co/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=e000xww&AN=209868&lang=es&site=eds-live&scope=site&ebv=EB&ppid=pp_C

• Yolcu, H. H. (2023, June 12). Redefining the Teacher's Role in Education through Artificial General Intelligence  (AGI). https://doi.org/10.31219/osf.io/b83ps