In this context, the role of the English teacher can be redefined as a facilitator and mentor that complements the AI tools. While the IGA adapts grammar, vocabulary or reading exercises to each student, the teacher can focus on developing deep communicative skills, such as argumentation, debate, interpretation and values. The role of the teacher will no longer be that of a unilateral transmitter of knowledge, but that of a guide who designs meaningful activities (debates, projects or critical analysis of texts) with the use of a tool that serves as a technical support, but does not replace human interaction, since this ends up being a key factor for the teaching and learning of a second language, since even though we live in a digital era, our day-to-day life is based on communicating in real environments with humans.

Finally, teacher training is key to achieve an ethical and effective integration of the use of AI, since teachers not only of English, but also of all areas need training in digital tools, educational data analysis and strategies that manage to combine different methods, models and tools such as AI with the automation of critical pedagogy. In addition, they should promote the responsible use of AI in students, such as avoiding plagiarism, false sources, use of data, etc. What is expected with the emergence of these tools and education is to optimize the repetitive practice and immediate feedback provided by AI, while the teacher focuses on accompanying, regulating, inspiring and connecting effectively with the student to help them cultivate those competencies that dominate the deep mastery of a language or a specific topic such as critical thinking and autonomy in learning.

The article also talks about how the role of the teacher should change. Teachers are no longer the only source of knowledge. Now, with AI tools, teachers should guide students, help them think critically, and teach them how to use technology in smart and safe ways. Teachers should become mentors, not just people who explain grammar rules. The human part of teaching, like motivating students, listening to them, and creating a good learning environment, is something AI can't replace.

In the English classroom, this means teachers can use AI tools like ChatGPT to help students practice writing, or apps that improve pronunciation and vocabulary. But the teacher still needs to organize meaningful conversations, group activities, and oral communication tasks. The English teacher must combine technology with human interaction. This new role is exciting because it helps students learn better, but it also means teachers must keep learning and adapting. I think that with the right balance, AI can make English classes more effective and fun.

A key characteristic of effective teaching is the ability to adapt to diverse educational and sociocultural contexts. English teachers must be aware of the diverse abilities in the classroom and be prepared to cater to students with different learning styles, language proficiency levels, and individual needs.

Ultimately, the teacher's role extends beyond the classroom, as they must foster students' curiosity, adapt to changing needs, and recognize their responsibility in shaping future citizens with empathy and responsibility. The role of the foreign language teacher in the classroom involves multiple responsibilities, including not only teaching but also being mindful of the impact they have on shaping responsible and empathetic future citizens.

Places Of The City

This activity will  allow students to identify different city places base don descriptions found in the digital tool.

Type of activity: Reading and listening

Language Skill: This activity is based on the language skills of reading and listening: Students will be able to engage in an activity that allows them to read and listen in English, wich will enable them to associate and identify the place.  

Activity definition:

· The students will be able to Access a digital resource “Quizlet” that will allow them to participate actively in the class in a collective manner.

· The activity is base don city places, each place has a short description that will facilitate students identification of it.

· Students will be able to read and/or lsten to a short description of a place that will allow them to asociate and disciver the place being identified.  

· This activity is carried out to assess the student’s leve lof learning.

 Activity Structure:

Introduction: In this activity, a brief description of the step-by-step process to be followed withing the digital resource is provided to understand the purpose and objective of the activity

Instructions: The instructions will be short and clear, as the in-class game is designed to facilitate the development and understanding of the city.  

Practice: This activity will allow students to generate active participation, fostering competitiveness, as the intention of the activity is to encourage participation in the classroom.  

Feedback: The digital tool will provide automatic feedback once the activity is completed, and the teacher will also provide feddback.  

 Develop Content:

The content of the activity is as follows:  

· Library

· Park

· Store

· Restaurant

· School

· Hospital

· Museum

· Cinema

· Train Station

· Market

· Square

· Post Office

Each one has its key description.

Quizlet Tool

https://quizlet.com/co/1047803404/places-in-the-city-flash-cards/?i=6l05ga&x=1jqt

 Características de la herramienta

· The “match” feature of Quizlet is used to practice associating words and definitions.

· The “test” feature of the Quizlet is used to assess each student’s knowledge.

· Using the audio feature in the Quizlet digital tool will allow students to practice identifying words.

 Especific Objectives:

· Description and identification of different city places using short descriptions.

· Association of words and places that allow for correct recognition and identification.

Assessment of their knowledge through a test conducted using a digital tool