Outcome: The students will be to identify and correctly use vocabulary related to food and beverages in everyday contexts.

Situation 2. Grammar practice

Objective: Analyze and develop grammatical activities referring to the past tense and grammatical structure using the help of different activities for study.

Outcome: The simple past tense can be used correctly to describe past events and situations made in the past.

Situation 3. Speaking skills

Objective: Learn how to order food in a restaurant effectively and respectfully

Outcome: Identify food-related vocabulary and correct expressions for ordering

Tool Used: ChatGPT
Language Skill: Speaking (Grammar Focus: Present Perfect Tense)
Proficiency Level: B1 (Intermediate)

🎯 Learning Objective

Students will be able to use the present perfect tense accurately in oral communication to describe experiences and actions that have an impact on the present.
Example goal: "Students will be able to describe past experiences using the present perfect structure in conversations (e.g., 'I have traveled to Spain')."

🧠 Activity Structure

1. Introduction

The present perfect tense is commonly used to talk about experiences or changes that happened at an unspecified time in the past, or actions that have relevance to the present. In this activity, students will explore how to use this tense through guided conversation and roleplay, supported by AI feedback.

2. Instructions

1. Watch a short video (3–4 minutes) about the present perfect tense (provided by the teacher).

2. Open ChatGPT and ask:
   “Can you explain how to use the present perfect tense in English?”
   Read the explanation and write down three example sentences.

3. Ask ChatGPT to give you 5 conversation questions using the present perfect (e.g., “Have you ever...?” questions).

4. In pairs or individually, respond orally to each question. Record your answers using your phone or computer.

5. Transcribe your answers into text and paste them into ChatGPT, asking:
   “Can you check my sentences for correct use of the present perfect tense?”

6. Make corrections based on the feedback and practice repeating the corrected versions out loud.

7. Optional: Roleplay a short conversation using at least 3 present perfect sentences.

3. Practice

• Oral practice with AI-generated questions.

• Recording and self-assessment of responses.

• AI-supported grammar correction.

• Roleplay using corrected sentences.

4. Feedback

• Automatic feedback: ChatGPT checks grammar and gives suggestions.

• Self-evaluation: Students compare their original sentences to the corrected versions.

• Peer review (optional): Pairs give feedback on pronunciation and fluency.

• Teacher review: Teacher checks final recorded audio or transcripts to assess progress.

📚 Developed Content

Prompt Examples for ChatGPT:

• “Can you give me 5 questions using the present perfect tense?”

• “Can you check if my sentences use the present perfect correctly?”

• “Can you create a roleplay about travel experiences using the present perfect?”

Conversation Questions (AI-generated or teacher-provided):

1. Have you ever traveled to another country?

2. What’s the most exciting thing you have done recently?

3. Have you ever learned a new skill online?

4. How long have you studied English?

5. Have you ever met someone famous?

Video Resource Suggestion:
[YouTube - Present Perfect Tense Explained Simply (B1 Level)]
(Teacher provides link prior to class)

💡 Integration of AI Tool (ChatGPT)

ChatGPT is used to:

• Explain the grammar topic clearly.

• Generate relevant questions for speaking practice.

• Provide instant, personalized grammar feedback.

• Encourage student autonomy and active use of English in a digital environment.

✅ Conclusion

This activity supports language development through active speaking, self-correction, and use of real-time AI assistance. It fosters learner independence and confidence in using the present perfect tense, aligning with communicative teaching practices and 21st-century digital tools.

This shift implies that English teachers must adopt a more strategic and reflective approach to their pedagogical practice. AGI may handle aspects such as grammar correction or pronunciation, but the teacher is essential for fostering creativity, critical thinking, and intercultural competence in language learning. Additionally, the teacher must act as a mediator between technology and the student, ensuring that the use of AGI aligns with ethical and meaningful educational goals.

In conclusion, the inclusion of AGI in education does not replace the teacher but rather redefines their role into one more focused on support and guidance throughout the learning process. English teachers must be prepared to integrate these technologies effectively, leveraging their benefits without losing sight of the importance of human interaction and the holistic development of the student. Continuous training and the development of digital and pedagogical competencies will be key to adapting to this new educational reality.

The article "Redefining the Role of the Teacher in Education through Artificial General Intelligence (AGI)" by Haci Hasan Yolcu explores how the integration of AGI will profoundly transform the role of teachers. Yolcu emphasizes that AGI will not only automate administrative and repetitive tasks but will also allow for unprecedented personalization of learning, adapting to the individual needs of each student. In this context, the teacher ceases to be the main transmitter of knowledge and instead becomes a facilitator of learning, guiding students in the development of critical, ethical, and socio-emotional skills that AGI cannot replicate.

This shift implies that English teachers must adopt a more strategic and reflective approach to their pedagogical practice. AGI may handle aspects such as grammar correction or pronunciation, but the teacher is essential for fostering creativity, critical thinking, and intercultural competence in language learning. Additionally, the teacher must act as a mediator between technology and the student, ensuring that the use of AGI aligns with ethical and meaningful educational goals.

In conclusion, the inclusion of AGI in education does not replace the teacher but rather redefines their role into one more focused on support and guidance throughout the learning process. English teachers must be prepared to integrate these technologies effectively, leveraging their benefits without losing sight of the importance of human interaction and the holistic development of the student. Continuous training and the development of digital and pedagogical competencies will be key to adapting to this new educational reality.