Learning objective.

The students will be able to correctly use regular and irregular verbs in the past to write a short story in English.

Language skill addressed.

grammar and writing (use of the simple past)

structure of the activity

1. Introduction (8 minutes)

Quick explanation of the use of the simple past with examples of regular and irregular verbs. Example.

·         She went to the beach last weekend.

·         I visited my grandma yesterday.

2. Instructions

1. Open ChatGPT (using this link https://chat.openai.com)

2. Write this text.

Hi ChatGPT. I wan to write a short story in past tense. Can you give me 5 random verbs in past tense with their base forms?

3. Write down the 5 verbs that ChatGPT gives you as examples. (went, played, ate, ran, saw).

4. Use these verbs to write a story of 5 to 7 lines.

5. You should ask ChatGPT to review the story and say if the verbs are used correctly.

´´can you check my short and and tell me if I used the past tense verbs correctly?

3. Practice (10 – 15 minutes)

Each student will create a story using the given verbs and will review it with the help of ChatGPT, where they can make corrections if ChatGPT points out any mistakes.

4. Feedback

Instructor: brief review by the tutor if necessary.

Among peers (optional): they may read their classmates' stories and indicate a verb that they liked or found surprising.

5. Necessary materials:

To have a free account on ChatGPT.

Sheets or digital documents to write a story.

To have access to the internet.

6. How AI (ChatGPT) is incorporated

Create and generate personalized content (random verbs) Provide simple grammatical explanations if asked. Correct errors in real time. Serves as a personalized teacher in the writing process.

Step 1:

Learning Objectives and learning outcomes:

a. What is a learning objective and why is it important in teaching?

A learning objective is a clear and precise statement that defines what students are expected to

learn or achieve by the end of a lesson. It specifies the skills, knowledge, or behaviors that

students should demonstrate after completing the lesson. Learning objectives are important in

teaching because:

 They provide direction and focus for both the teacher and the students.

 They ensure that the lesson is aligned with the overall curriculum.

 They help assess student progress, indicating whether teaching methods are effective.

 They motivate students by clearly outlining what is expected of them.

b. What are the characteristics of a well-written learning objective?

A well-written learning objective should be:

Specific: Clearly defines what students will be able to do.

Measurable: Allows for evaluation to determine if the objective has been met.

Achievable: Realistic within the available time and resources.

Relevant: Aligned with the broader educational goals and student needs.

Time-bound: Specifies when the objective should be achieved (e.g., by the end of the lesson).

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c. Describe the difference between a learning objective and a learning outcome. Provide an

example of each.

Learning objective: This is what the teacher intends for students to learn or achieve. Example:

"By the end of the lesson, students will be able to identify and use 10 new food-related words in

sentences.

Learning outcome: This is the observable result of the learning process, showing what students

are able to do after achieving the learning objective. Example: "By the end of the lesson, students

will have correctly used the 10 new words in conversations about food."

Lesson Planning:

a. What is the purpose of lesson planning?

The purpose of lesson planning is to organize and structure the teaching activities in a coherent

way to achieve the learning objectives. It helps teachers to prepare for each class, ensuring that

students receive effective teaching and that the lesson time is used efficiently.

b. Describe the components of a well-structured lesson plan.

A well-structured lesson plan should include:

Learning objectives: What students are expected to achieve.

Introduction or warm-up activity: A way to capture students' attention and engage them.

Main activities: Tasks focused on the content and learning objectives.

Materials and resources: Tools and resources needed for the lesson.

Assessment: Methods for evaluating if students have met the objectives.

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Closure: A summary or conclusion to review the learning and connect it to future lessons.

c. How does lesson planning help teachers in delivering effective instruction?

Lesson planning helps teachers to be more organized and efficient by ensuring that each part of

the lesson aligns with the learning objectives. It also helps with time management and provides a

clear path for adapting instruction based on students' needs, ensuring that important topics are

covered without distractions.

d. How can you ensure that your lesson activities are logically sequenced and connected to the

learning objective?

To ensure logical sequencing of activities:

 Start with introductory activities that grab students' attention and set the stage for

learning.

 Gradually increase the complexity of activities as students build on their prior

knowledge.

 Provide scaffolding in the early stages of the lesson, and then allow students to practice

more independently.

 End the lesson with an activity that helps consolidate learning and reflects on the learning

objective.

Communicative Approach:

a. What is the main goal of the communicative approach in language teaching?

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The main goal of the communicative approach is to develop students' ability to use the language

effectively in real-life situations. It focuses on authentic communication and the practical skills

of language use, prioritizing fluency and interaction over grammatical perfection.

b. How does the communicative approach differ from traditional language teaching methods?

The communicative approach differs from traditional methods, which typically focus more on

teaching grammar rules and vocabulary through structured, repetitive lessons. In contrast, the

communicative approach emphasizes authentic interaction and the use of language in real-life

contexts. The goal is for students to be able to communicate effectively, rather than jst mastering

rules.

c. Identify three key characteristics of activities that align with the communicative approach.

 Interactivity: Activities require students to communicate with each other, promoting

interaction.

 Focus on fluency: Activities are designed to help students improve their fluency in the

language, without focusing exclusively on grammatical accuracy.

 Real-life situations: Activities simulate real-world situations, such as conversations, role

plays, and problem-solving tasks, allowing students to practice the language in practical

contexts.

Step 2:

Situation 1: Vocabulary Acquisition

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

Learning Objective:

Expand knowledge of food and drink-related vocabulary, integrating it into simple sentences to

describe preferences and place orders.

Learning Outcome:

Students use at least 15 new food and drink-related words in conversations and writing,

demonstrating understanding and proper application in context.

Situation 2: Grammar Practice

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

Learning Objective:

Develop the ability to talk about past experiences using the simple past tense correctly in

affirmative, negative, and interrogative sentences.

Learning Outcome:

Students recount past events and answer questions about personal experiences using

grammatically correct structures in the simple past tense.

Situation 3: Speaking Skills

Scenario: Students will participate in a role-play activity to practice ordering food in a restaurant.

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Learning Objective:

Improve fluency and confidence when interacting in everyday situations, such as ordering food

at a restaurant, using appropriate expressions and polite language.

Learning Outcome:

Students participate in a role-play activity where they order food at a restaurant, ask questions,

and respond naturally and accurately

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After reading the article 'Redefining the Teacher's Role in Education through Artificial General Intelligence (AGI)' by Haci Hasan Yolcu, significant transformations in the role of a teacher in light of the integration of generative artificial intelligence (GAI) in education are shown. The author highlights that AGI, having cognitive capabilities similar to those of humans, can assist pedagogy by enabling personalized learning and transforming assessment methodologies.

In this scenario, the role of the English teacher must progress from being a transmitter of knowledge to becoming a facilitator of learning. AGI takes care of routine and administrative activities, allowing educators to focus on more human aspects of the educational process, such as the development of socio-emotional skills and critical thinking.

In addition, the ability of AGI to provide immediate feedback and adapt to individual requirements for a more personalized and effective teaching.

However, this transformation also implies challenges. It is essential for tutors to receive appropriate training to effectively integrate AGI into teaching practices.

Similarly, they must address ethical issues related to the use of artificial intelligence in the classroom.

In conclusion, it does not replace the teacher, but rather redefines their role, assigning them new responsibilities and opportunities to enhance the teaching-learning process.