Después comparte el link de la publicación en el FORO del AULA VIRTUAL.

The only problem I find is that, although the level I have set is for third grade, it is a bit difficult for my elementary students.

I tried TWEE tool to create 7 questions for a video YouTube about “a healthy diet”. The advantages of using this tool are:

·         You save a lot of time

·         You can share with colleagues and allow them to edit the questions

·         You can easily download it into a pdf with a QR code to enter the video

·         You have plenty of demo project which are inspiring.

·         It is a very easy to use and it also provides guidance.

The only drawback that I can see is that you cannot export to Google Forms on the free version.

My proposal to integrate it into classroom is to give your students a printed copy of the pdf and allow then to scan the video using the mobile phones or they can watch the video in the smart TV in your classroom (if there is one). It will save you a lot of time searching for listening comprehension exercises. In general, it is a quite interesting tool

I hope it will be useful for you.

1. Take the transcript of the video

2. Put it on Question well.com, and create the questions.

3. Export these questions to Kahoot

4. Create a kahoot

5. Put it in my sculpture padlet

It is very easy to create. It allows you to play kahoot with your students with your own materials instead of seeing if there is something posted on the web.

I found it fascinating and very easy to use.

I might have selected different questions because some of them are not really interesting, but in general it was good work.

I used the text Interesting facts about horses that you may want to know (vetomni.com), and after trying several levels, I used the one for 12 grade and more. However, I wanted a true-false activity, so copy-pasted the text to ChatGPT and asked for a True-false activity. 
I then used the vocabulary section of Diffit to create a find-the-word activity for the key  vocabulary. And a matching activity to work vocbulary.  However, I had to change the list of vocabulary Diffit offers, as it was not goal-oriented. 

I also used a youtube video about horse gaits to create a listening activity with multiple-choice questions, which allowed me to ensure the learninig of the different horses' gaits. 

This said, I must say Diffit is a great tool, but it could improve and add some more features in the future.  A strong point of Diffit, is the possibility to choose among a number of options to work vocabulary and reading comprehension. And the option to grade the same text for weaker or advanced students is a plus.  Another advantage is the possibility to work with online articles, and videos! This is a time-saving tool for listening comprehension activitites. However, the selection of vocabulary is quite random, so you end up changing half of the terms you want to focus on. And. while the number of students resources is awesome, I don't think it is aimed at second language learners, but for English speaking students. 

Additionally, I created a couple of conversations about horses with ChatGPT, but I needed the conversations to come to life, so I used voicemaker.in to get the lines in the dialogue "speechified" and I recorded everything with Camtasia Studio, which allows me to work and render multiple tracks and add sound effects too. 

Eventually, I could create a solid lesson plan about horses, including reading, vocabulary, listening, speaking and even writing - for which I recycled a previous activity. 

To conlcude I would like to add that I combined all these tools with QuarkXpress, the tool I use to edit my lesson plans, so the final result is quite appealing and solid. 

“Students will get involved in a conversation about weekend plans. They will ask and answer questions about their own and their partner´s trips using mainly present continuous with future meaning, the expression "going to" and the future simple. The plans can be real or imaginary.”

I have found the Mizou tool particularly useful, especially because of the wide range of possibilities it offers to practice simple conversations at beginner levels in a motivating and interesting way for the students. I like it mainly because it allows the simultaneous practice of written and oral production and comprehension, and because it can, if necessary, successfully replace the lack of language assistants in the classroom, which are often a scarce resource in some schools.

The limitations to the use of this tool in the classroom are external to the tool itself, and would have more to do with the equipment of the school (whether or not computers are available for all students, headphones so that they do not interfere with the work of others, etc.).

However, it is worth exploring its possibilities: to create simple learning situations (simulations of small conversations in restaurants, hotels, train stations, airports, stores of all kinds, telephone conversations, etc.) or even to recreate the life of a famous person whom the students could interview.

In general, I think this tool is a very helpful option.

The idea would be to celebrate the World Book Day having conversations with well-known characters of the literature of French-speaking countries, such as Asterix. The students must ask them questions about their lives, their vision of the world and their importance for the universal literature as well as the literature of their home countries.

I think that mizou is a great tool since its easy to use and the students don’t have to create an account. Their conversations with the chatbots are stored for the teachers to watch and rate. That’s an advantage because it will make them be serious about the task, even if they do it at home. However, the transcriptions don’t always work in French due to the huge number of words that are pronounced in the same way and mean different things. Another aspect of mizou that the students should keep in mind is that the information the chatbot gives them isn’t necessarily true, so they have to double-check everything it tells them.

As many of you, I have used Mizou app to create a chatbot to help my students (11 years old) to practice past tense verbs.

Students take on the role of a time traveller who needs to help the chatbot fix a time machine and return to the present. It will provide them with a sentence using an irregular past verb, and they need to identify the correct verb form to complete the sentence. As they progress, they will encounter a variety of different irregular past verbs, helping them to solidify their understanding and usage of these important grammar concepts.

These were the instructions: You are a time traveler who needs help fixing the time machine. Interact with students to practice past tense verbs and guide them in assisting you to return to the present.

In the first version, the chatbot only asked how to write a verb in the past tense, so I changed the instructions so that it would put the verb in a context.

I have used Magic School https://www.magicschool.ai/ taken advantage of a free trial.

The result is fantastic, good questions with answer key

The interface is user-friendly and intuitive, and the one-stop dashboard offers a buffet of productivity, assessment, and innovation tools. Key tools include the Behavior Intervention Suggestions, Text Leveler or Summarizer, Student Work Feedback, or Report Card Comments generators. For some laughs, I explored the Joke Creator.

The interface is user-friendly and intuitive. Key tools include the Behavior Intervention Suggestions, Text Leveler or Summarizer, Student Work Feedback, Report Card Comments generators, Rubrics generator, Songs generator, Jokes creator or vocabulary list generator, Group work generator, Project Plans based on BPL, youTube video summarizer among other options. Raina, the chatbot and AI instructional coach, guides users with specific prompts and examples if needed.

I have used this tool to create some rubrics based on the evaluations criteria defined by the Decreto 38/2022 for the Foreign language area. As an example the rubric above based on the Specific Competence number 5 and the evaluation criteria 5.1, 5.2 and 5.3 for the 5^th course of Primary Education I have become the following evaluation rubric which I am going to export to my Addition notebook to use it for the evaluation of the 5^th EC of  my 5^th graders.

It is a very useful and easy-to.use tool which I am sure I am going to use for my teaching practice.

It was the first time I used it. I found it quite easy to get started. Apart from giving the prompt, you can also choose some options such as number of questions (5-15) and question type. I chose 15 questions (so I could discard 5 and keep 10) and T/F and multiple choice answers.

I wanted the questions to be focused on the achievements and life experiences of the Williams family, because the next grammar point that I'd like to teach is the present perfect simple. Therefore, in my prompt I asked Socrative to use the present perfect simple. Finally, I included the level B1 in the prompt.

The results showed that 2 out of 15 questions included the present perfect simple, but some of the questions were about the film itself (actors, release date, etc.) and not about the plot. In addition, most of the questions could be easily answered by just reading a brief review of the film instead of watching it.

That made me think that I should consider giving a longer and more specific prompt next time. Nevertheless, you can always edit the questions to adjust them to what you really want, so in my view, this tool could be helpful as a starting point.

since I already use ChatGPT or Twee in my day-to-day lesson planning, I've decided to create a Chatbot with Mizou.

I'm working at the EOI Zamora, so, in this specific case, what I want to do is allow my students to check their own writing tasks using Mizou.

The task for the students in B1.2 level for this Easter holiday has been to write a for and against essay on the topic of homework. I will use Mizou chatbot to get them copy their own writing task and get the grammar mistakes, as well as checking the structure of their essay and the linkers used.

These are the instructions I wrote in the chatbot: 

"You are an Essay Writing Coach named Prof. Write. Guide students in correcting and structuring a for and against essay on homework with appropriate linkers to make the text coherent and cohesive. Help the student correcting the grammar mistakes and sentence structre that you encounter when they send you their own writing task. The text must be divided into four paragraphs: the first will be the introduction, the second will be the reasons for homework, the third about the reasons against, and the last paragraph is the conclusion of the essay. Use linkers like moreover, too, furthermore, for example, because, so, therefore, consequently, similarly, likewise, but, however, although. If the students have not used them, suggest them in the correction you provide them with. Students are in B1+ level of the CEFRL."

• Here you have the link of this Mizou Chatbot for teachers: https://mizou.com/preview-bot?ID=10622

• And this is the link for students: https://mizou.com/login-thread?ID=kO5j7FGWdh2W9y2AFzwaB0dbfoWItFivM6-q0-bCOoo-9482

What I find the most interesting aspect of Mizou is the fact that students can freely practice their English whenever they want. In our case, adult students in the EOI struggle to find some time to practice. 

I still have to test this Chatbot with my students this week to check if it really works the way I'd like to.

https://mizou.com/preview-bot?ID=10924

Studetns´link

https://mizou.com/login-thread?ID=NLI_zmQvs5gEHjmkhbmC4UODCue-iWrVEqve7vwaNik-9618

Although I have been impressed by most of the AI tools we have seen, one way or another I have prepared some quizzes or used similar webpages like magicshool.

For this reason, I have decided to create a chatbox with Mizou because I like the idea of including AI as a role play tool.Also, I have benn inspired by other teachers´examples.

In one of my groups we have just started a unit about cinema, so I´ve prepared this chatbox to practise their conversations skills as well as the vocabulary of the unit.

I created a role play where a famous actor /actress will speak with the students about his/her lastest film.

Previously, I used another AI tool called Character AI, but I prefer Mizou because I have access to the students´ conversations ,it can be tailored to the students levels and it is also possible to customize it to the need of the students.

That was my prompt in German

I used the text with the tips to get students to reflect on their own tools and tricks for learning a foreign language and to share them in class.

To present the activity I used Difftit, since it is multilingual. However, the instructions for the task are only in English, and they cannot be modified.

Then, I have created a Quizz with Quizziz and used a youTube video on the same topic and it works perfect in other languages:

https://quizizz.com/admin/quiz/start_new/660d6f63fa19e3aefa576e00

It brings motivation and save a lot of time. I would strongly recommend it.

As a downside, I should say that the prompts are maybe too difficult for 3rd year students and in this kind of activity, the level you can choose is only A1-A2 or B1-B2; there is none in between.

Nevertheless, it's a great tool to create exercises, that I didn't know and that I hadn't used before.

Of course, I will use it in the future because it's easy to use and the exercises are so diverse, you can use them with all the groups I have.

Moreover, they get engaged in reading and listening without noticing it.

On the other hand, I warn my students to use it responsibly: It is a tool to save time, to check mistakes, or just to practice, but it cannot replace them in the learning process. If from now on, all their essays are made using this tool, the tool will prove to be excellent, but their writing will not improve.

In addition, I told them not to ask the chatbot about opinions or personal questions; it is not a person and thus, they can get absurd answers. It'll be better to ask for information or even ask to be interviewed for a C1 exam, instead. If requested, the chatbot can suggest topics to talk about and they get feedback.

I've shared the link with them. I suggest students use it outside class to engage in friendly English practice. It proves valuable in 'handing over' the responsibility for their language learning, fostering independence. This tool, in my opinion, is excellent for enhancing pronunciation, promoting fluency, and helping students become independent learners.

It is incredible and even, one might say magical, how this tool can make our work easy and fast. Referring to the level, it is maybe a little inaccurate but very useful.

In general terms, AI is the future for everyone and is here to stay. However, we must cautious not to become addited to it. Let our imagination run wild as well.

It was the first time I used Twee and I found it quite intuitive and inspiring. Comparing to ChatGPT, it is obviously more limited as you can only use the options given, although you can customize them to your taste. But it is definitely a time-saver, and the tasks it came up with fitted both the language level and the kind of exercises I was looking for.

As a downside, maybe the fact that some interesting features come only in the pro version, such as not being able to upload your own audios or to export your project as a PDF, etc., but I could make do with the free version in this case.