Activity Structure

Introduction
Brief explanation about the difference between the simple present (habitual actions) and the present continuous (actions happening right now). Comparative examples are given, such as:

• I eat breakfast at 7 a.m. (simple present)

I am eating breakfast now. (present continuous)

Instructions
Students write a short paragraph (5–7 lines) that includes actions in both the simple present and the present continuous.
Then, they check the text using Grammarly, which will help them correct it.
They read the suggestions provided by Grammarly and make the appropriate corrections.
Finally, they present the corrected text to share it with the class.

Practice
Students write a paragraph with a minimum of 3 verbs in the simple present and 3 in the present continuous.
Grammarly will identify errors, incorrect conjugations, and confusion between the two tenses.
Students review Grammarly’s suggestions and reflect on their mistakes.

Feedback
Grammarly provides real-time feedback, pointing out errors and offering grammar explanations.
In pairs, students exchange their corrected texts and comment on Grammarly’s changes.
The teacher selects two examples for group analysis, highlighting correct tense usage and detected errors.

From this perspective, the role of the English teacher may shift from being a transmitter of knowledge to a facilitator of learning supported by intelligent tools. With the use of AGI, teachers can offer more personalized instruction, detecting grammar or vocabulary errors in real time and adapting activities to each student’s needs. This frees up time for the teacher to focus on other key aspects such as communicative competence, critical thinking, and cultural education—areas where human interaction remains essential.

To effectively integrate AGI into English teaching, it is essential for teachers to develop strong digital skills and ethical criteria. Training programs should be implemented to prepare educators to use these technologies responsibly, ensuring that AI complements rather than replaces their educational role. With a clear pedagogical approach, teachers can enrich their practice, foster student autonomy, and prepare learners for collaboration between humans and artificial intelligences.

Activity Structure

1. Introduction: Brief explanation of past-tense verbs in English: regular past-tense verbs end in -ed (walk → walk), and irregular verbs have different forms (go → gone).

2. Instructions

Students write a short paragraph (50 to 100 words) narrating a past event, such as a weekend or a vacation. Using Wordtune, they review their text and apply rewriting suggestions to improve clarity and correct grammatical errors. They compare the original version with the improved version, analyzing how the tool optimized the structure and use of verbs.

3. Practice: Additional exercise: Students receive a text with errors in past-tense verbs. They use Wordtune to correct it and explain the changes.

4. Feedback: Wordtune offers automatic suggestions for improving the text. Peer review: Students compare their improvements and discuss the changes.

English teachers play a crucial role in students' linguistic and cultural development. Beyond imparting knowledge of grammar and vocabulary, teachers act as guides and motivators who foster holistic learning. Their work is not limited to traditional teaching but also fosters critical thinking, confidence in communication, and curiosity about the language and its cultures.

In a globalized world, mastery of English opens up numerous academic and professional opportunities, making it a key tool for personal and professional development. Therefore, English teachers not only teach a subject but also contribute to the development of essential life skills. Their role is fundamental in preparing students to face an interconnected world.

Furthermore, the use of innovative methodologies enhances learning and adaptation to current challenges. Approaches such as the communicative method and the use of digital tools promote more dynamic and interactive teaching, allowing students to develop skills that enable them to function effectively in diverse contexts.

Language Skill: Speaking

Topic: Using the simple past tense to talk about past experiences

Suggested level: A2 - B1 (basic-intermediate)

pecific Objective: Students will be able to correctly use simple past tense verbs to talk about personal experiences in a guided conversation.

 Activity Structure

Introduction

Today you will practice talking about your past experiences using the simple past tense in English. You will use ChatGPT to have an interactive conversation about what you did last weekend.

Instructions

Review common past tense verbs: (go – went, eat – ate, see – saw, etc.).

Connect to ChatGPT and type the following:

“Hi ChatGPT! I want to practice talking about my weekend using the past tense. Please ask me questions and help me correct my sentences.”

Answer the questions ChatGPT asks you, trying to use the simple past tense correctly.

If you make mistakes, ask ChatGPT to correct you and explain why.

Example: “Can you correct me if I made a mistake?”

After 5 to 7 questions, end the conversation and save the text for review.

ChatGPT Practice (Simulated or Real) ChatGPT will ask you questions like:

What did you do last weekend?

Did you go anywhere special?

What did you eat?

Did you watch a movie or a TV show?

 Feedback

ChatGPT will provide immediate, personalized feedback on each answer.

Students can copy and save the conversation to discuss in class or receive further feedback from the teacher.

Content Development:

ChatGPT Conversation Starter Example (for practice)

Student writes:

¡Hi ChatGPT! I want to practice talking about my weekend in the past tense. Please ask me questions and correct my mistakes.

ChatGPT responds (example):

Great! Let's get started. What did you do last weekend?

Student responds:

I went to the beach with my family.

ChatGPT corrects:

You should say: I went to the beach with my family. 'Go' in the past tense is 'went'.

After reading Haci Hasan Yolcu's article on how Artificial General Intelligence can transform education, I realized that the role of teachers will no longer be the same. Previously, teachers were the primary source of knowledge, but with the arrival of AI, that will change. Now, information is everywhere, and AI can perform many tasks we used to do, such as marking exams, translating texts, or even teaching grammar. It is essential to understand that AI should not replace teachers, but it will enhance their role. To achieve a balance between the use of artificial general intelligence and human presence in the classroom, it will be important to highlight the unique qualities that only teachers can offer, such as empathy, the ability to adapt to different situations, and the ability to create real connections with students.

In this context, English teachers must evolve from being knowledge transmitters to mentors who foster students' autonomy and communicative competence. AI can offer personalized and adaptive resources that address individual learning needs, but it is the teacher who must effectively integrate these resources into the curriculum, ensuring that the humanistic approach to language teaching is maintained. Furthermore, teachers must develop digital and ethical competencies to guide students in the responsible use of technology, promoting critical digital literacy.

Therefore, I think the role of the teacher isn't disappearing, but rather becoming more human. We have to adapt, learn to use these tools well, and leverage them to do our jobs better. Instead of seeing AI as a threat, we should see it as a help. Of course, we can't let it do everything, because education also requires emotions, empathy, and understanding—things that only a human being can provide.