Artificial intelligence (AI) is reshaping the education landscape in profound ways. It has introduced efficiency, accessibility, and personalized learning opportunities that were previously unimaginable. AI-powered tools such as adaptive learning platforms, automated grading systems, and intelligent tutoring programs are revolutionizing how students learn and how teachers manage their workload. While these innovations offer numerous benefits, they also bring challenges that need to be carefully considered.

One of the most significant advantages of AI in education is its ability to personalize learning. Traditional classroom settings often struggle to accommodate the diverse learning styles and paces of students. AI-driven platforms can analyze student performance and tailor lessons accordingly, ensuring that each learner gets the support they need. This adaptive approach enhances engagement and improves learning outcomes by allowing students to move at their own pace.

Another major benefit is automation. AI can take over repetitive tasks like grading assignments and quizzes, giving teachers more time to focus on student interaction and creative teaching methods. AI-driven chatbots and virtual assistants can provide instant feedback, answer students’ questions, and even assist in language learning. This kind of technology makes education more accessible, especially for students in remote areas who may not have immediate access to teachers.

However, the increasing presence of AI in education also raises important ethical concerns. Data privacy is one of the primary issues. AI systems collect and analyze vast amounts of student data, which raises questions about how this data is stored, used, and protected. Without strict regulations, there is a risk that sensitive student information could be misused. Additionally, there is the concern of reduced human interaction. While AI can provide efficient solutions, it cannot replace the emotional intelligence, empathy, and mentorship that human teachers offer. Education is not just about acquiring knowledge; it is also about developing social skills, critical thinking, and creativity—areas where human teachers play a crucial role.

Another challenge is the potential for AI to deepen educational inequalities. Not all schools have the same access to advanced technology, and students from underprivileged backgrounds may be left behind if AI becomes a dominant force in education. Ensuring equal access to AI-powered tools is essential to prevent further disparities in education quality.

In conclusion, AI has the potential to significantly enhance education, making learning more personalized, efficient, and accessible. However, it is essential to address the ethical concerns and limitations that come with its use. AI should be seen as a tool to support teachers, not replace them. Striking the right balance between technology and human interaction will be key to ensuring that AI serves as an asset rather than a disruption in education. As AI continues to evolve, educators, policymakers, and technology developers must work together to create a future where technology enhances, rather than diminishes, the quality of learning.

First of all, I have learned to ask ChatGPT a more precise question. I used AI for creation of lesson plans, but quite often I was not fully satisfied with them since they were quite general, lacking for some creative element. Therefore, I usually took only some ideas or hints, but I did not base my entire lesson on AI provided plan. During the first session I learned how to write a more detailed information in the search engine and I received a much more interesting lesson plan for my students. According to our curriculum there are some topics which are not included in our cousebooks, and AI can be a perfect assistant for a teacher creating multiple tasks to cover the topic.

Moreover, I broadened my horizons on creation of reading tasks. Actually sometimes it is time consuming to find a particular text for a certain group of students according to the language learning level, topic vocabulary, grammar structures. During the first session I understood that creation of an ideal text for a group can be created in several minutes. Reading development is really important for preparation of a state exam and now I will be able to ask ChatGPT to create tasks targeted to C1 level according to exam criteria. I can even adapt these texts to mixed ability learners by simplifying them or making more challenging.

All in all, AI provides endless resources for English language teachers. Sometimes we do not even think of some features it is capable of and do not ask AI for help. Actually, I believe that during this seminar I will become more creative to use ChatGPT and other platforms for creation of diverse tasks for my students.

Having had the first seminar, I have gained more information and experience for formulating more precise question. Earlier I was struggling in order to be provided with the satisfactory answer/ offered idea or some exercises. After being introduced to the very exact step-by-step formulation of the question, finally, I have experienced the joy to be given what I wished for. In addition, vocabulary teaching lessons grow to another level, especially with the topics which could not be found in that one textbook students use in classroom. For instance, during the seminar workshop, I have chosen topic “Infotainment” which is actual nowadays and I have the lesson plan with some activities and home task generated.

One more significant experience gained while attending the seminar was the possibilities with the reading tasks preparation, to be more precise, to adapt them to mixed ability students. Unfortunately, not all students are of the same or very similar abilities to learn, so this is the way to simplify or make both the text and task to be more demanding.

Image creation cannot be forgotten to mention. I find it quite attractive and amusing way of the activity to be done during the classwork, while having introductory lesson.

To sum up, I am very glad to join this seminar to be offered a lot: information, experience and collaborating atmosphere.

Most of the features I use regularly, I discovered simply through hands-on exploration. I never had a formal introduction to the tool; rather, my curiosity and need for efficiency led me to experiment with different prompts and functions. This trial-and-error approach has allowed me to maximize the benefits of AI in a way that suits my workflow.

Beyond ChatGPT, I was also already familiar with Padlet, having used it in university, though not extensively. However, I had little experience with tools like Wordwall and other AI extensions such as Turboscribe, Brisk, Vidnoz, and Suno. Exploring these tools has given me insight into how they can enhance interactive learning, content creation, and workflow automation—something I had not fully considered before.

While this recent structured exploration reaffirmed my existing knowledge of ChatGPT, it also made me reflect on the vast range of AI-powered tools available. Even though I was already using ChatGPT effectively, there are always new ways to refine my approach and make AI an even more seamless part of my work and studies. Moving forward, I will continue exploring ways to optimize my interactions with AI tools, ensuring that I use them not just as a convenience but as a means to enhance creativity, problem-solving, and efficiency.

https://docs.google.com/document/d/16dUgFlCbONOVwBFaJoyuHTMmT33pIj1Ch_mtVF40amU/edit?usp=sharing (Jurgita - GoogleDoc)

For example Wordwall allows for interactive games and activities that can reinforce concepts or assess student understanding. The challenge, however, lies in the time it takes to design personalized, meaningful content that aligns with the curriculum.

CLOZEit is valuable for language learning and reading comprehension. It allows me to create fill-in-the-blank exercises based on texts, encouraging active engagement with the material. The challenge is differentiating tasks for students with varying proficiency levels, ensuring each student is appropriately challenged without feeling overwhelmed.

Perplexity, as an AI-powered search tool, can assist students in conducting research and exploring various perspectives on a topic. However, teaching students to evaluate the credibility of the sources they find is critical to avoid misinformation. The tool's potential lies in refining students' research skills.

These tools offer benefits such as personalized learning, interactive content, and instant feedback, promoting active learning and frequent formative assessments. However, challenges include ensuring that content is well-designed, differentiated for diverse learners, and used effectively to develop critical thinking.

Moving forward, I’d like to explore how these tools can support collaborative learning activities, such as team-based challenges, and integrate them with learning management systems to better track student progress and engagement. Overall, these tools offer exciting potential to enhance teaching and learning.

Lesson Plan: Parts of the Human Body

Duration: 45 minutes
Target Level: A1-A2
Skill Focus: Listening and Speaking
Topic: Parts of the Human Body

Lesson Objectives:

By the end of the lesson, students should be able to:

1. Identify and name common body parts and internal organs.

2. Understand simple definitions of these body parts and organs.

3. Practice speaking about the human body using simple language.

4. Improve listening comprehension of body-related vocabulary.

Materials:

• Flashcards with images of body parts and internal organs.

• A chart/diagram of the human body (can be projected or printed).

• Audio or video clip (optional) with a simple description of the body parts.

• Whiteboard and markers.

Lesson Procedure:

1. Warm-up (5 minutes)

• Activity: Quick discussion to activate prior knowledge.

  • Ask the students: "What parts of the body do you know?"

  • Write responses on the board (head, eyes, hands, etc.).

  • Purpose: Engage students and introduce vocabulary they may already know.

2. Introduction to Vocabulary (10 minutes)

• Show flashcards or a diagram of the human body.

• Go through common external body parts first:

  • Head, eyes, ears, mouth, nose, neck, shoulders, arms, hands, fingers, chest, stomach, back, legs, feet, toes

  • For each body part, ask students to repeat and point to the relevant part on themselves (or use the diagram).

  • Definition Example:

    • "The head is the top part of your body. It holds your brain, eyes, ears, and mouth."

    • "Your hands are at the end of your arms. You use them to touch things."

• Repeat with internal organs:

  • Brain, heart, lungs, stomach, liver, kidneys, intestines

  • Give simple definitions:

    • "The heart is inside your chest. It pumps blood around your body."

    • "The lungs help you breathe. They are inside your chest, next to the heart."

3. Listening Activity (10 minutes)

• Activity: Listen and identify.

  • Play a short audio clip or read a description where the teacher describes different body parts and organs. Students need to listen and match the description to the correct body part.

  • Example description: "I am in your head. I help you think. I control your body. What am I?"

    • Answer: Brain.

  • After playing, go over the answers together and clarify any difficult vocabulary.

4. Speaking Practice (10 minutes)

• Activity 1: Pair work.

  • Instructions: Have students work in pairs. One student will describe a body part, and the other will guess it.

  • Example:

    • Student A: "I am inside your chest. I help you breathe. What am I?"

    • Student B: "Lungs!"

  • Encourage students to use full sentences for practice: "I am in your stomach. I help you digest food."

  • After 5 minutes, swap roles.

5. Game: Body Parts Bingo (5 minutes)

• Activity: Bingo with body parts vocabulary.

  • Prepare Bingo cards with pictures of body parts (external and internal).

  • The teacher calls out the name of the body part, and students mark it on their cards.

  • The first student to get a full line or column shouts "Bingo!" and wins a small prize or praise.

6. Review and Wrap-up (5 minutes)

• Go over the body parts one more time.

• Ask students: "Which body part is important for thinking?" (Answer: Brain)

• Close with a few simple questions to review the lesson:

  • "Where is your heart?" (Answer: In your chest)

  • "What do your feet help you do?" (Answer: Walk)

Homework/Extension Activity (Optional):

• Ask students to draw a simple picture of a human body and label at least five body parts and two internal organs. They can use their book or online resources for reference.

Assessment:

• Informal assessment through observation during speaking and listening activities.

• Evaluate participation in pair work and the Bingo game.

• Correct any pronunciation or vocabulary mistakes as they arise.

This plan keeps the vocabulary simple and ensures that the activities are interactive, providing both listening and speaking practice.

Level: A1 - A2
Duration: 45 minutes
Skill Focus: Listening, Speaking, Vocabulary, Grammar

Lesson Objectives:

1. Learners will identify and recognize rhyming words through listening activities.

2. Learners will practice pronunciation and speaking by using rhyming pairs.

3. Learners will expand vocabulary related to toys, furniture, rooms, food, clothes, after-school activities, plants, and family members.

4. Learners will form simple sentences using rhyming words to practice grammar structures.

Materials:

• Flashcards with vocabulary words and pictures

• Audio recording with rhyming word pairs

• Worksheets for matching and sentence completion

• Whiteboard and markers

• Small objects or toys for demonstration

• Speaker for audio playback

Lesson Stages:

1. Warm-Up (5 minutes)

• Greeting and Introduction:

  • Welcome students and briefly introduce the topic: Rhyming Words.

  • Explain that rhyming words sound similar at the end.

• Brainstorm Activity:

  • Ask students to think of two words that rhyme with "cat" (e.g., "hat", "bat").

  • Write their answers on the board and emphasize the rhyming sounds.

2. Presentation (10 minutes)

• Vocabulary Introduction:

  • Show flashcards with words from the following categories:

    • Toys: doll, ball

    • Furniture: chair, bear

    • Rooms: bedroom, broom

    • Food: bread, spread

    • Clothes: sock, rock

    • After-School Activities: cook, book

    • Plants: tree, bee

    • Family Members: dad, glad

• Listening Activity:

  • Play an audio track with rhyming pairs.

  • Students listen and repeat the pairs:

    • Doll - Ball

    • Chair - Bear

    • Bread - Bed

    • Cook - Book

    • Tree - Bee

    • Sock - Rock

    • Dad - Glad

  • Ask students to notice the rhyming sound at the end of each pair.

3. Practice (15 minutes)

Activity 1: Rhyming Word Match (Listening & Vocabulary)

• Hand out worksheets with a list of words and have students match the rhyming pairs.

• Example:

  • doll - ball

  • sock - rock

  • tree - bee

• Go over answers as a class.

Activity 2: Make a Sentence (Grammar & Speaking)

• Ask students to make simple sentences using rhyming pairs.

• Example:

  • The doll plays with the ball.

  • The cook reads a book.

• Have students share their sentences with a partner and then with the class.

4. Production (10 minutes)

Group Rhyme Challenge:

• Divide students into small groups and give them a set of words.

• They must come up with short rhymes or poems using at least two rhyming pairs.

• Example:

  • My dad is glad to read a book, while the cook is cooking near the nook.

• Groups present their rhymes to the class.

5. Wrap-Up (5 minutes)

• Recap and Feedback:

  • Quickly review the rhyming pairs learned.

  • Praise creative sentences and rhymes from students.

• Exit Ticket:

  • Ask each student to say one rhyming pair before leaving the class.

Assessment:

• Listening: Ability to identify rhyming pairs from audio.

• Speaking: Pronunciation and fluency while creating rhymes and sentences.

• Vocabulary: Correctly using words from the target categories.

• Grammar: Forming simple sentences using rhyming words.

Level: A1-A2
Time: 45 minutes
Skills Focus: Listening & Speaking
Grammar Focus: Present Perfect (past participle)
Vocabulary Focus: Travel, vacation, sightseeing

Lesson Objectives

By the end of the lesson, students will be able to:
✅ Use the Present Perfect to talk about experiences (e.g., "I have visited Paris.")
✅ Recognize and use past participle forms (e.g., "been," "seen," "eaten," etc.)
✅ Use travel-related vocabulary to discuss vacations and sightseeing experiences

Lesson Stages

1. Warm-Up (5 min) - "Quick Travel Quiz"

Objective: Activate prior knowledge of travel & introduce Present Perfect in context.

• Ask students: Have you ever traveled to another country? / Have you ever visited a famous place?

• Write on board: "Have you ever + past participle?" (e.g., "Have you ever been to Spain?")

• Students discuss in pairs (if they haven’t, they can say, "No, but I’d like to.")

2. Vocabulary Introduction (10 min) - "Travel Words"

Objective: Familiarize students with key travel-related vocabulary.

• Show pictures of famous landmarks (e.g., Eiffel Tower, Colosseum, Grand Canyon).

• Teach/review travel vocabulary:

  • Verbs: visit, see, explore, try, stay, fly, book

  • Places: landmarks, tourist attractions, countryside, city, mountains

  • Past participles: been, visited, seen, eaten, flown, stayed

🔹 Quick Game: Give students a word (e.g., "Italy") and ask:
➡️ "Have you ever been to Italy?" (Students answer using yes/no + Present Perfect)

3. Listening Activity (10 min) - "Travel Stories"

Objective: Practice recognizing Present Perfect & travel vocabulary.

• Audio/Video: Play a short travel story (e.g., "I have been to Japan. I have seen Mount Fuji. I have eaten sushi.")

• Comprehension Questions:

  1. Where has the speaker been?

  2. What have they seen?

  3. What food have they tried?

📌 Alternative: If no audio, read a short paragraph and ask the same questions.

4. Speaking Practice (15 min) - "Find Someone Who..."

Objective: Encourage students to use Present Perfect in conversation.

• Give students a worksheet:
  ➡️ "Find someone who has…" (e.g., "Find someone who has been to another country.")

• Students walk around and ask classmates using:

  • "Have you ever…?" (e.g., "Have you ever flown on a plane?")

  • If yes → Write their name

  • If no → Ask another student

• Follow-up: Each student shares 1-2 things they learned about their classmates.

5. Wrap-Up & Review (5 min) - "Two Truths and a Lie"

Objective: Reinforce Present Perfect & past participles in a fun way.

• Students write 3 sentences about their travel experiences:

  • 2 true (e.g., "I have visited Spain.")

  • 1 false (e.g., "I have climbed Mount Everest.")

• Class guesses which sentence is false.

Homework (Optional)

Write a short paragraph about a place you have visited (or a place you want to visit) using the Present Perfect.

Incorporating AI listening tools into English lessons can significantly enhance students’ language acquisition by improving their comprehension, pronunciation, and engagement. These tools offer innovative ways to support both learners and educators in developing listening skills, which are crucial for effective communication in English.

One of the most valuable applications of AI in English lessons is the ability to provide personalized listening experiences. Traditional classroom settings often rely on pre-recorded audio materials, which may not cater to the varying proficiency levels of students. AI-powered tools, such as speech recognition software and adaptive listening apps, can adjust the difficulty of listening exercises based on individual learners’ progress. This personalization ensures that students remain challenged without feeling overwhelmed, thus fostering a more effective and enjoyable learning experience.

Another significant benefit of AI listening tools is real-time feedback on pronunciation and listening comprehension. Platforms like speech-to-text applications and virtual language tutors analyze students’ spoken responses and provide instant corrections. This immediate feedback allows learners to identify and correct errors quickly, reinforcing their understanding of pronunciation, intonation, and sentence structure. Additionally, AI-generated transcripts of spoken dialogues can help students compare their spoken output with accurate models, promoting self-awareness and self-correction.

Moreover, AI can introduce an element of interactivity and engagement in listening exercises. Many AI-driven platforms incorporate gamification, interactive quizzes, and voice-controlled conversation simulations that encourage students to practice listening in a more dynamic and motivating manner. Virtual assistants, such as chatbots, allow learners to engage in real-world dialogues, helping them develop both listening and speaking skills in a contextualized setting.

Another crucial advantage of AI tools is their ability to expose students to diverse accents and speech patterns. Traditional listening materials often feature standard accents, which may not fully prepare learners for real-world communication. AI tools can generate or curate audio content featuring various English accents, speech speeds, and colloquialisms, enhancing students’ ability to understand different speakers and dialects. This exposure is particularly useful for learners preparing for international exams, travel, or professional environments where diverse English accents are common.

Additionally, AI can assist teachers by automating assessment and progress tracking. AI-powered analytics can monitor students’ listening performance over time, identifying patterns and areas for improvement. Teachers can then tailor their instruction based on data-driven insights, ensuring that lesson plans address specific challenges faced by students.

In conclusion, AI listening tools have the potential to transform English language learning by making listening practice more personalized, interactive, and effective. These technologies provide real-time feedback, diverse listening experiences, and data-driven insights, ultimately supporting both students and educators in achieving language proficiency. As AI continues to evolve, its role in English education will likely become even more essential, offering innovative ways to develop critical listening and communication skills.

Lesson Duration: 45 minutes

Lesson Objectives:

• Learn and practice vocabulary related to films and TV programmes

• Use adjectives to describe films

• Understand the basic stages of a film (beginning, middle, end)

• Practice listening for key details

• Use past simple to talk about films

• Engage in a speaking activity to discuss favourite films and TV shows

Lesson Stages

1. Warm-up (5 minutes) – Class Discussion

Objective: Activate students’ background knowledge

• Ask students:

  • Do you like watching films or TV shows?

  • What is your favourite film or TV programme?

• Show pictures of different film genres (e.g., action, comedy, horror, romance, documentary) and ask students to guess the genres.

2. Vocabulary Practice (10 minutes) – Matching Activity

Objective: Introduce and reinforce film-related vocabulary

• Hand out a worksheet with film-related words (nouns, adjectives, and film stages) and their meanings.

• Example words:

  • Nouns: actor, director, script, soundtrack, scene, special effects

  • Adjectives: exciting, funny, boring, scary, romantic, dramatic

  • Stages of a film: beginning, middle, end, climax, resolution

• Students match the words to their definitions in pairs.

3. Listening Activity (10 minutes) – Film Review

Objective: Improve listening skills using a short film review

• Play a short film review (1-2 minutes) with a speaker describing a film they watched.

• Students complete a gap-fill or multiple-choice worksheet based on the review.

• Example questions:

  • What is the name of the film?

  • What genre is it?

  • Did the reviewer like it? Why/why not?

4. Grammar Focus (10 minutes) – Past Simple for Film Reviews

Objective: Practice past simple to talk about films

• Write a few sentences on the board:

  • I watched an action movie yesterday.

  • The film was really exciting.

  • The main actor played his role very well.

• Highlight the past simple verbs and explain the rules briefly.

• Students complete a short fill-in-the-blanks exercise using past simple forms.

5. Speaking Activity (10 minutes) – Pair Discussion

Objective: Encourage fluency and use of new vocabulary

• In pairs, students ask and answer questions about their favourite films or TV programmes.

• Sample questions:

  • What was the last film you watched?

  • What was it about?

  • Did you like it? Why/why not?

  • Who were the main actors?

  • How did the film end?

• If time allows, a few students share their answers with the class.

Wrap-up (2 minutes)

• Quick review: Ask students to name one new word they learned today.

• Homework: Write a short paragraph (5-6 sentences) reviewing a film or TV programme they watched.

Integrating AI tools into my teaching has been a transformative experience, allowing me to create more interactive, engaging, and student-centered lessons. Teaching A2 to B2 level students means catering to a wide range of abilities, and AI has helped me personalize learning experiences to meet their needs.

One of the biggest advantages of AI tools is their ability to provide instant feedback. Whether students are practicing vocabulary, grammar, or listening skills, they can immediately see their progress. This not only keeps them motivated but also helps them take ownership of their learning. I have noticed that students feel more confident when they can track their improvement in real time.

AI has also enhanced creativity in my classroom. I enjoy incorporating digital storytelling and interactive exercises, which allow students to express themselves in new ways. For example, they can create their own short stories, design digital flashcards, or engage with language games that reinforce key concepts. This has been particularly beneficial for my A2 students, who need visual and interactive support to develop their language skills.

For my B2 learners, AI tools offer valuable opportunities for independent learning. They can explore more complex topics, work with adaptive grammar exercises, and even engage in AI-assisted conversation practice. This has made them more autonomous and prepared for real-world communication.

Overall, AI has helped me make my lessons more dynamic and student-focused. It allows me to address different learning styles, provide immediate feedback, and create a more engaging classroom environment. Seeing my students become more confident and motivated reassures me that AI is not just a useful tool but an essential part of modern language education.

Differentiation is another important thing of my teaching, as students in my classroom have different learning styles. ChatGPT helps me adapt teaching content to suit different abilities by simplifying texts, generating scaffolding exercises, or providing extension tasks for advanced learners. This flexibility allows me to personalize learning and ensure that every student is appropriately challenged.

I  believe that this course will fully provide us with all the relevant information, and we will gain more skills in handling this AI tool.