As a future English teacher, I firmly believe that we must leverage technology without losing sight of our pedagogical responsibility. It is no longer enough to teach vocabulary or grammatical structures; we must also teach students how to think, communicate, and use tools like AI with responsibility and integrity. Preparing students for a digital world involves fostering their autonomy, creativity, and judgment when using these resources.

In this context, artificial intelligence should be seen as an educational ally, not a threat. Our role is being redefined to focus more on the human aspect: motivating, supporting, creating meaningful learning environments, and developing conscious citizens. The challenge is not to compete with technology, but to integrate it purposefully and ethically into our teaching practices.

Furthermore, I believe it is essential not only to incorporate these tools into the classroom, but also to teach them how to use them consciously, ethically, and with integrity. As teachers, we are committed to guiding our students in the responsible use of artificial intelligence, as a learning aid and not as a substitute for personal effort.

In this unit, students work on topics such as personal information, family, daily routines, and basic descriptions. Grammatical structures such as the verb "to be," personal pronouns, and possessive adjectives are integrated, along with vocabulary related to everyday life.

Each group member was responsible for a different session, and each class had a clear objective focused on a specific skill: introducing themselves orally, describing their family members, writing a paragraph about themselves, and participating in role-playing games to simulate real-life conversations.

Our approach was Communicative Teaching, using practical activities, formative assessment, and collaborative work to foster active, meaningful, and contextualized learning.

This activity uses the artificial intelligence tool GPT chat.

With the arrival of tools such as AI, the role of the English teacher, or any other discipline focused on teaching knowledge lessons as previously taught to a learning facilitator, must radically change. It now includes helping students use AI responsibly, developing intercultural communication skills, and fostering creativity with the language. Within this framework, teachers now also need to be prepared to discuss the ethical concerns that arise from the use of AI technology, ensuring that students appreciate privacy, fairness, and responsibility in the digital world.

To make these changes effectively, there must be an emphasis on ongoing training for teachers that includes digital skills and educational AI.

The focus of my activity is to teach students the fundamentals of composing a coherent paragraph in English. This presentation encompasses a discussion on paragraph organization, illustrative examples, helpful connective phrases, and an interactive writing exercise. I am confident that Gamma serves as an excellent resource for fostering writing proficiency, offering the ability to present information in a clear and captivating manner while incorporating external activities for practice and constructive feedback. 

A significant aspect discussed is the ethical obligations linked to incorporating AGI in the classroom. The writer cautions about possible dangers like breaches of data privacy, biases in algorithms, and unequal access to technology. It is crucial for teachers to possess not only technical know-how but also an understanding of ethics to guarantee that AGI is utilized fairly and inclusively. The article calls for continuous training for teachers, mentoring initiatives, and collaborative networks to assist educators in this changing landscape. It also stresses that AGI should complement teachers rather than take their place, enhancing their unique human traits, such as empathy, emotional awareness, and the ability to form meaningful connections with students.

In the realm of English language teaching, AGI can serve as a valuable partner in honing communication abilities, providing tailored assistance in grammar and vocabulary, and creating immersive language experiences. Nevertheless, educators are still crucial in guiding students through cultural subtleties, promoting authentic conversations, and establishing trust. As AGI becomes more prevalent in education, English teachers need to embrace a combined role: using technology to improve teaching while preserving the essential human element critical to language acquisition. Ultimately, the teacher's role should transition to that of a mentor, ethical guide, and designer of learning within a technology-enhanced classroom.

The main objective is for students to interact with ChatGPT, simulating a real conversation with a fictional character, Alex, the time traveler, who answers their questions using past tense verbs. Through this dynamic, students not only review the structure of the simple past tense (statements, negations, and questions), but also face a more natural and authentic communication situation, in which they must produce language on their own.

To develop this activity, the main material used was the ChatGPT platform, which offers the possibility of holding personalized conversations with an AI. This gives students the opportunity to explore, correct, try again, and learn from mistakes immediately, which fosters autonomy and self-regulation in learning. Additionally, a  presentation is included as a visual support resource, explaining the objective, the step-by-step process of the activity, a grammar review, and a creative conclusion to the experience.

The integration of this technological tool not only responds to the current needs of the modern classroom, but also stimulates students' interest and active participation, while familiarizing them with the increasingly prevalent digital environments in education.

AI, when properly integrated into the educational process, can be a powerful ally. Tools like ChatGPT allow students to interact with content in a more personalized way, receive immediate responses, practice the language in simulated real-life contexts, and develop greater autonomy in their learning. This does not mean that teachers lose relevance; on the contrary, they become experience designers and pedagogical mediators, guiding and supporting the critical and ethical use of these tools.

In my case, by designing this activity focused on the simple past tense using ChatGPT, I was able to see how AI can easily adapt to students' needs. It not only offers real-time interaction but also fosters curiosity, active use of the language, and confidence in communication. It's clear that the teacher's role is no longer just to explain, but to create meaningful learning scenarios where students can build their knowledge through real-life, technological experiences.

However, I also believe that this transformation requires teachers to be prepared, informed, and critically minded. It's not about using technology for fashion, but for pedagogical purposes. AI can help, but it can never replace the human value of the teacher: their empathy, their ability to inspire, detect needs, and develop critical citizens. In conclusion, the role of teachers in this digital age must be reinvented without losing its essence. They must be more creative and open to change, always seeking the best for their students.