Learning Objective

By the end of this activity, students will be able to use and distinguish correctly between the present simple and present continuous tenses, both in written sentences and in speaking.

Introduction

Today, we are going to practice one of the most important grammar topics: the difference between present simple and present continuous.
We use present simple to talk about routines, habits, and facts.
We use present continuous to describe actions that are happening right now.

To make the practice more interactive and fun, we will use ChatGPT as our conversation partner. It will help us create questions and answers with both tenses.

Instructions

Open chat.openai.com and sign in (create an account if you don’t have one).
Start a chat with ChatGPT and type this message:

Hi ChatGPT, can you ask me 5 questions that make me use present simple and present continuous tenses?

 ChatGPT will ask you 5 questions. Your task is to answer each question in a complete sentence.
Example:

• I go to school every day (present simple)

  
  

• I am studying English now (present continuous)
   When you finish, copy the entire conversation and paste it into a Word document.
   Highlight the verbs:

  
  

• Blue = verbs in present simple

  
  

• Green = verbs in present continuous
   Send your document to the teacher for review.
  
  

  
  

Practice

Students will interact directly with ChatGPT by answering a mix of questions that use present simple and present continuous. After answering, they will identify the verb tenses by highlighting them. This step helps to reinforce grammar awareness.

Feedback

• Automatic feedback: ChatGPT will guide you with follow-up questions.

  
  

• Teacher feedback: Your teacher will check your answers and make sure verbs are correctly identified.

  
  

• Optional peer review: You can exchange documents with a classmate to compare answers and correct mistakes together.

  
  

Content examples

 Possible questions ChatGPT might ask you:

·         What do you usually do in the morning? (Present Simple)

·         What are you doing right now? (Present Continuous)

·         Do you play any sports? (Present Simple)

·         Are you wearing a jacket today? (Present Continuous)

Helpful chart (optional to share with students)

Present Simple

I eat breakfast at 7 AM.

She works in a bank.

They play soccer on weekends.

Present Continuous

I am eating breakfast now.

She is working from home today.

They are playing soccer now.

Summary of the Activity

In this activity, students will practice using present simple and present continuous tenses by chatting with ChatGPT.
They will write complete sentences, identify verb tenses, and get instant interaction from the tool. The activity helps improve both writing and grammar understanding, while making the practice dynamic and engaging.

Upon completion of this activity, students will be able to: Read and understand narrative texts in English at a basic level, identify and learn new vocabulary related to the text, and use the new vocabulary in simple, everyday contexts.

Introduction:

In this activity, we will use the EWA app to read a short story adapted to the A2 level. While reading, students will be able to use the translation feature to understand unfamiliar words and create a new vocabulary list. They will then engage in interactive activities to reinforce their vocabulary learning.

Instructions:

1. Download and install the EWA app on your mobile device.

2. Create an account and select your native language and English level.

3. Go to the "Books" section and select a short story adapted to the A2 level, such as "The Adventures of Tom Sawyer" or any other short story.

4. Read the story, using the translation feature to understand unfamiliar words.

5. Create a list of at least 10 new words you encountered while reading. Write down their meanings and a short sentence, an example of their use.

6. Play the vocabulary games available in EWA to reinforce the new words you learned.

Practice:

• Read the selected story completely.

• Record the 10 new words in a table with the following columns: Word, Translation, Example of Use.

• Play one or at least two vocabulary games related to the story you read.

Feedback:

1. EWA's interactive games provide automatic feedback on the vocabulary you learned.

2. Students will send their vocabulary table to the teacher, who will review and provide feedback on the correct use of the words in the examples.

Closing:

1. Students will share as a group the words that most caught their attention and how they could use them in a brief everyday conversation.

2. The instructor will provide a brief review or feedback on the story read, highlighting key aspects of vocabulary and reading comprehension.

In the teaching of English, the IAG allows teachers to create activities adapted to the English level of each student, such as personalized reading exercises or pronunciation analysis. This releases time for the teacher to focus on promoting critical and creative skills, enhancing interactive and more student -centered learning.

To fully take advantage of these tools, it is essential that teachers acquire digital skills and understand the limits of the IAG. Continuous training must prioritize the ethical use of technology, which is a complement and not a replacement for pedagogical work and the approach in the educational process is maintained.

Students will be able to identify and name at least five common animals in English and express a simple preference for one of them using the sentence structure "My favorite animal is the ______."

Introduction 

Today, we're going on an imaginary trip to a very special place: My Favorite Animal Island! On this island, we'll meet some amazing animals and you'll get to choose your favorite. This activity was designed with the help of Gemini, an AI tool that helps create fun and engaging learning experiences.

Slide 1: Show the title slide "My Favorite Animal Island!"

Practice

Now, let's meet the animals on our island! Look carefully at each picture and say the name of the animal with me.

Slides 3-8: Show each animal slide. For each animal, ask "What is it?" and have students repeat. You can also ask about the color if appropriate for their level.

Great job naming the animals! Now, think about which animal you like the best. When it's your turn, tell us: 'My favorite animal is the ______.

Now, work with your partner. Tell your partner your favorite animal.

Students practice in pairs.

Feedback 

Excellent work, everyone! I heard many of you saying your favorite animals clearly. Let's see... [Call on a few students] What was your favorite animal? Why do you like it?

Remember, it's okay to make mistakes. The important thing is that you are speaking English and sharing your ideas. We learned the names of [mention a few of the animals] and how to say our favorite. Well done!

This structure provides a clear progression for the lesson, incorporates the use of Gemini in the introduction, and includes opportunities for practice and feedback, all while keeping the language simple and engaging for A1/A2 learners.

Specifically in English language teaching, GAI enables teachers to create highly adaptable activities tailored to each student's proficiency level, such as personalized reading exercises and pronunciation analysis. This automation frees up teacher time to focus on fostering critical and creative thinking skills, enhancing interactive learning, and promoting a more student-centered educational approach, positioning the teacher as a facilitator in a tech-enhanced environment.

To fully leverage GAI's advantages, the article emphasizes the necessity for teachers to acquire strong digital skills and understand the technology's capabilities and limitations. Continuous training that prioritizes the ethical use of GAI is essential, ensuring it serves as a complement to, not a replacement for, fundamental pedagogical work and the human-centered approach in education. This integration aims to empower English teachers and enrich the learning experience while maintaining the crucial role of human interaction and expert guidance.

I´m sharing point 2of the guide with you. The AI ​​tool is Elsa Speak, which develops listening skills.

Activity.

Objective:

-Develop listening skills in the future tense in English.

• Practice listening comprehension of conversations and texts in the future tense.

  
  

Instructions.

Download and Setup: Download the Elsa Speak app and set up your user profile.

2. Lesson Selection: Select the Future Tense lesson in the app.

3. Listening Practice: Listen to the audio recordings and answer the listening comprehension questions.

Materials:

- Audio or video recordings that include conversations or texts in the future tense.

- Worksheet with listening comprehension exercises. The Elsa Speak app is an effective tool for improving English pronunciation and conversational skills. In this activity, you will use it to practice listening comprehension in the future tense.

Introduce the future tense and its use in English. The different ways of expressing it (will, going to, present continuous) will be explained.

Encourage active listening: I will ask students to listen to an audio or video recording that includes conversations or texts in the future tense. I will ask them to identify the future tense forms used.

Activities.

Exercise 1: "Weekend Plans"

- Instructions: Listen to the conversation between two friends who are planning their weekend and answer the listening comprehension questions.

- Audio recording: "I'm going to visit my family on Saturday. My brother will come over for dinner. We'll watch a movie together."

- Questions:

1. What is the friend going to do on Saturday?

2. Who is coming to dinner?

3. What are they going to do together?

Exercise 2: "Predictions for the Future"

- Instructions: Listen to the audio recording that includes predictions for the future and answer the listening comprehension questions.

- Audio recording: "In the future, robots will do most of the household chores. People will live on Mars. Electric cars will be the norm."

- Questions:

1. What will robots do in the future?

2. Where will people live in the future?

3. What type of cars will be the norm?

  Feedback.

1. Instant Feedback: The Elsa Speak app provides instant feedback on users' pronunciation and listening comprehension. I will ensure that students receive immediate feedback after completing each exercise.

2. Error Analysis: I will identify common errors students make in the Future Tense exercises and provide specific feedback on how to improve.

3. Improvement Suggestions: I will offer personalized improvement suggestions for each user, based on their performance in the exercises.

4. Progress Assessment: I will assess students' progress over time and adjust feedback as needed.

This is my reflection of the role of teachers.

The article highlights the potential of Artificial General Intelligence (AGI) to revolutionize the education sector, particularly in redefining the role of teachers. As AGI becomes increasingly integrated into educational systems, teachers will need to adapt their roles to focus on high-touch, high-value tasks that complement the capabilities of AI. This may involve shifting from traditional teaching methods to more facilitative and mentorship-based approaches, where teachers guide students in developing critical thinking, creativity, and problem-solving skills.

In the context of English teaching, the inclusion of AI can significantly enhance the learning experience. AI-powered tools can provide personalized feedback, grammar correction, and suggestions for improvement, freeing up teachers to focus on more nuanced aspects of language instruction, such as literary analysis, creative writing, and discussion facilitation. Moreover, AI can help teachers identify knowledge gaps and learning difficulties, enabling targeted interventions and more effective support for students. By leveraging AI, English teachers can create more engaging, student-centered learning environments that foster deeper understanding and appreciation of the language.

To redefine their role effectively, English teachers should develop a growth mindset, embracing the potential of AI to augment their teaching practices. This may involve acquiring new skills, such as AI literacy, data analysis, and instructional design. Teachers should also prioritize developing students' soft skills, such as communication, collaboration, and empathy, which are essential for success in an AI-driven world. By working in tandem with AI, English teachers can create more dynamic, student-centered learning environments that prepare students for the complexities of the 21st century.

For English language teaching specifically, AGI could revolutionize how students acquire language skills. Intelligent systems might provide instant pronunciation feedback, generate personalized reading materials, or simulate natural conversations through chatbots. Yet, as the article suggests, the teacher’s role would evolve into that of a facilitator who curates these tools, contextualizes AI-generated content, and nurtures communicative competence beyond grammatical accuracy. For instance, while AI might correct errors in an essay, the teacher would guide students in developing their voice, cultural awareness, and rhetorical strategies—skills that require human judgment and empathy. The challenge lies in balancing technological efficiency with the irreplaceable human elements of motivation and meaningful interaction.

Ultimately, Yolcu’s article underscores that AGI should augment—not replace—teachers. In an AI-enhanced classroom, English educators could dedicate more time to creative projects, debates, and intercultural exchanges while leveraging AI for repetitive tasks. However, this requires rethinking teacher training to include digital literacy and AI collaboration strategies. The ideal future combines AGI’s precision with teachers’ ability to inspire and adapt—ensuring technology serves pedagogy, not the other way around. As an aspiring educator, I believe our role must shift from knowledge dispensers to learning architects who harness AI to make language learning more dynamic, inclusive, and human.

Learning Objective:

• Students will be able to create complete and coherent sentences in English to describe images.

• Students will be able to use appropriate vocabulary and grammar to describe images.

  
  

Game Structure:

1. Introduction: Introduce the game and explain the rules.

2. Images: Show 6 images and ask students to write the key word that describes the scene in each one.

3. Answers: Students will write their answers and share them with the class.

4. Correction: Provide feedback and correction on grammar, spelling, and coherence of sentences.

Instructions:

1. Read the question: Read the question that accompanies each image and understand what is being asked.

2. Write a key word: Write the key word that describes the scene in each image.

3. Use appropriate vocabulary: Use appropriate vocabulary to describe the image.

4. Check your answer: Check your answer to ensure it is coherent and error-free.

Practice:

• Students will practice creating complete and coherent sentences to describe images.

• Students will use appropriate vocabulary and grammar to describe images.

Feedback:

• Provide feedback and correction on grammar, spelling, and coherence of sentences.

• Use Kahoot to provide instant and personalized feedback to students.

Content Development:

Images: Select images that are interesting and relevant to students.

Questions: Create questions that accompany each image and ask students to describe the image with a key word.

Answers: Provide model answers for each question and use them as a reference for correction.

English topics that are strengthened:

Vocabulary: Students will use vocabulary related to image description.

Game link: https://create.kahoot.it/creator/a41f32df-d970-48a9-897a-281982648272