Tag Archives: AI

Creating Language Chatbots to Safely Share with Students

General, , , , ,

I am AI-addicted. I cannot help it.

Artificial Intelligence- you can choose to embrace it or ignore it, but I assure you it is not going anywhere. It is here to stay, so I choose to love it and use it, to squeeze it and to have fun with it.

I am so into it that if I see something AI-related that seems like it can remotely be useful for my classes, I want to try it straight away. So, I had been experimenting with chatbots for a while but being a simple English teacher, all the platforms I tried were either too difficult, not free or not student friendly. And these things  were essential not only for me, but also for the teachers I train.   So, when I read  about language chatbots in Lana  Kandybovich’s blog ,ELTcation,I told myself “Let’s dive right in”. And I did.

You cannot believe how easy it is. It took me less than 30 minutes to create two chatbots, though I have to say that I had my buddy ChatGPT to lend me a helping hand in crafting the instructions.

I have used a platform called Mizou, which is

  • Free for teachers
  • Safe and Student-friendly as they don’t have to register, and it doesn’t share students’ data. Students can interact with text and audio.
  • Shareable. The chatbot can be shared with everyone, or you can create private  sessions, just for your students, for example it can be set as homework. In this case, their interactions will be graded, If you wish so, and feedback offered. The interactions will never be shared with anyone but the owner of the chatbot.
  • Multipurpose. You can create a chatbot for almost anything you can think of and in ; you just need to write the right instructions and be specific about what you want your chatbot to do. You can even upload a document or your rubric so that the feedback is based on it.
  • Multilingual. It supports 50 languages

  • Customizable. You can personalize its appearance to match your classroom style. You can build your chatbot from scratch or have AI assist you.

  • It might not be perfect, but it certainly works for me.

So, to address one of the main problems my students have, I have created

1.Chatbot Magic: Boost Your Writing Skills,

In this tool, Cabal Scribe, the chat assistant, will help students enhance their writing. It analyses their text and provides feedback on grammar mistakes, spelling errors, and other identified issues. Its goal is to assist students in improving their writing. While it may not be as effective as a teacher, it can certainly be helpful when a teacher is not available. Feel free to click on the link to try it yourself and/or share it with your students.

https://mizou.com/preview-bot?ID=3553

 

2. Miss ChatAI: an English Language Practice Partner.

The aim of this chatbot is to interact with students by asking questions and providing answers on any topic they wish to discuss. The chatbot will also offer feedback on grammar and vocabulary mistakes or any other kinds of errors and suggest alternatives when necessary. Students can write sentences, questions, or paragraphs, and the chatbot will provide personalized feedback while continuing the conversation. In its initial interaction with a student, the chatbot will inquire about their English level to tailor its questions and responses appropriately. Once the conversation topic has been established, the chatbot will suggest vocabulary that is both related to the topic and appropriate for the student’s level. Feel free to click on the link to try it yourself and/or share it with your students.

https://mizou.com/preview-bot?ID=3562

Follow me on

New Year’s Resolutions Speaking Activity or the Perfect Excuse to Create Adorable Images with AI

General, , , ,

First off, Happy New Year! Fresh starts and the time of the year when you start thinking about New Year’s Resolutions.
I always try and think of some New Year’s Resolutions to accomplish but, let’s face it, I don’t have enough fingers or toes to count the number of times I have broken them, and then I think why bother? Do you know anyone who keeps their New Year’s resolutions? Or even remembers them after January 15? I sure don’t.

Anyway, let’s begin this new year with a post on New Year’s resolutions.  To be honest, I just wanted an excuse to create some beautiful images using AI. They are so beautiful and so much fun to create!

In this post, aimed at B1- C2 students, you will find

  • Fun warm-ups including a small challenge playing against ChatGPT.
  • Some structures you might need to revise/learn when discussing New Year’s Resolutions.
  • Speaking practice with beautiful images created by AI.
  • A fun listening exercise with a song.
  • A written assignment created with AI based on one of the images above.
Warm-up (10 minutes)

Icebreaker 1: The video clip.

Start by writing on the board New Year’s Resolutions and ask students if they are familiar with the concept.

Ask students if they have made any New Year’s Resolutions, either this year or in the past. Some might say they have never bothered with resolutions, and that’s when you play this clip by the adorable little Charlotte A Tucker claiming” I don’t have any New Year’s Resolution, you don’t need one when you are perfect”. Share some laughs, and then get back to the original question:Have they ever made any resolutions in the past? If so, did they actually stick to them? What challenges did they face?

Icebreaker 2: ChatGPT Challenge: Have a fun activity! Invite students to jot down their thoughts on the most common New Year’s Resolution. Then, check with ChatGPT for its take. Give a round of applause to students whose responses coincide with ChatGPT’s answer.

Vocabulary building. (5-10 minutes)

1. Go through the list below, commenting on the expressions you can use to express your resolutions. Say the resolution is “to stop smoking”.  Ask students to write down, in their notebooks, two or maybe 3 of these expressions.

Ten expressions to use in speaking and writing
1. I guess I’d better stop smoking
2. I suppose I really ought to stop smoking
3. I really should stop smoking, but then again…
4. I am determined to stop smoking
5. Never again will you catch me smoking.
6. No matter what happens, I’m going to stop smoking
7. Come hell or high water, I’ll stop smoking

Speaking: 20 minutes. Popular Resolutions

New Year’s Resolutions by cristina.cabal

  • Ask students to work in pairs or groups of three.
  • Tell them you are going to show them some popular New Year’s Resolution. In their groups, they should talk about all or some of the following questions and try to use some of the expressions above, as well.

1. Have you ever considered making a similar resolution for yourself?
2. How might incorporating this resolution into your life positively influence you?
3. Are there any specific steps you would take to implement this resolution?
4. Can you share a personal story related to this type of resolution?

  • Display the first slide with a popular New Year’s Resolution ask them to comment on it, elaborating on the answer.
  • Tell students each slide will be on display for 4 minutes and then a new one will be shown. There are 8 slides containing New Year’s Resolutions. Feel free to use as many or as few of them as you like.

NOTE: the images have been created using AI (have I already told you how much I love creating them? hahaha! I know. I have)

A bit of fun with listening? 

Tell students they are going to listen to a funny song about resolutions. They will listen to it once. This is what they have to do:

1. Predict 5 New Year’s Resolutions they might hear in the song and write them down on a separate piece of paper
2.  Exchange papers with the student beside you.

3. While the song plays, indicate on the exchanged paper which Resolutions correspond to the ones mentioned in the song.

To check the answers, enable the captions on YouTube

Writing Assignment using AI

Writing assignments are a fantastic opportunity for students to hone their creative writing abilities and writing skills, both of which are vital for learning. However, students are essentially cheating themselves if they just use AI to accomplish their homework. One way to prevent cheating is to assign writing prompts that are open-ended and require critical thinking and creativity, but clearly, the most effective way to stop cheating would be to create a culture of academic integrity in the classroom. Easy, as we all have beautiful students!

On the other hand, AI can help us a lot as teachers and reduce our workload.  In this case, I have used Bingchat, uploaded one of my slides and asked to create a writing prompt based on the picture. Have a look!

Here’s one of them

As the clock struck midnight, ringing in the New Year, Alex made a resolution to step out of his comfort zone and travel more. With a world map spread out on the table, he closed his eyes and pointed to a random location - that would be his first destination. The next morning, with bags packed and passport in hand, Alex found himself at the airport for the first time in years. A mix of anxiety and excitement surged through him as he boarded the plane. Little did he know, this journey would not only take him to uncharted territories on the map but also within himself.

Some tips for writing a good narrative are:

  • Use descriptive language to create vivid images in the reader’s mind.
  • Use dialogue to show the character’s personality and interactions with others.
  • Use a clear structure with a beginning, middle, and end.
  • Use transitions to connect the events and show the passage of time.
  • Use varied sentence structures and vocabulary to avoid repetition and monotony.
  • Use feedback and revision to improve your writing.

I hope you enjoy this writing prompt and have fun with your creative writing.

Follow me on

Talking Avatars and Cleft Sentences? Yes, please!!!

AI, , ,

A talking avatar + cleft sentences? Yes and yes!!! It only got better when one of the  available options was a Santa Claus. Lucky chick!

The words “artificial intelligence” have become a constant hum in the background of our teaching world. But let’s get real – AI isn’t a magic wand. It might help you capture the interest of the students the first time you use them, but if they don’t learn anything from it, the interest will quickly fade.

Playing around with AI can be a blast, but the real payoff comes when learning and enjoyment are combined. Talking avatars are not new in the class and I have been using them on and off to spice up my lessons for a long time ( remember Voki or ChatterPix)  but now…, now they have reached a new level. Our options are limitless when it comes to what we can do with them and how they can benefit students.

Let me share with you how I am going to use talking avatars with my students today.

In my C1 class, and in the last two sessions, we have been working with Cleft Sentences. Remember Cleft Sentences? Yes, those we use to emphasize or correct information.  Well, so let’s ask a Santa Claus male and a Santa Claus female to help us with an exercise on Cleft sentences. Are you in? Follow me, then.

What I did and how I did it
  • Think about your previous lesson with the specific class you are going to give the exercise to; think about things you or your students did or said and then, feed the talking avatar with some wrong information. For example:

Information to feed the talking avatar. I have highlighted the inaccurate information so that my students can create cleft sentences.

On Tuesday, Cristina, our English teacher, decided to wrap up Unit 4.  We revised Conditional sentences and then talked a bit about unusual people in our Spanish homes. Cristina invited Aisha to leave the class because he was not feeling very well. The class finished with a listening exercise.

  • Now go to  D-ID and sign up to create your talking avatar.

Note: I have gone the extra mile and used Canva.com ( I am a Canva Addict) to put together a more beautiful exercise, but don’t follow me here if you don’t feel like it. Creating the avatar should be enough.

Revising C1.1B CLEFT SENTENCES by cristina.cabal

  • Done!!!! Use the computer to display the avatar and have the students generate the cleft sentences, correcting the information.
  • Note: Although students might be tempted to correct more than one piece of wrong information at a time, instruct them not to. You want 5 cleft sentences.

For example: It was on Monday that Cristina decided to wrap up the lesson ( not on Tuesday)

More fun? Yes!!!!
  •  I created a QR code with the URL generated in D-ID of the avatar. I use this one
  • I asked students to form groups of three or four and asked one student in the group to scan the code.
  • Groups listened to the talking avatar and generated 5 cleft sentences, correcting the information.
  • The winning group is the first to get them all right. The rest of the groups will have two more minutes to complete the exercise. Add a bell for more fun – and more noise.

    Follow me on

Exploring Cities: 3 Classroom Activities to Supercharge Speaking Skills

General, , , , ,

I am not saying these three activities are great, but I am saying they are

  • visual
  • engaging
  • effective
  • dynamic
  • collaborative
  • thought-provoking
  • challenging
  • Interactive
  • … shall I continue?

So, they are the perfect answer to introduce and end a lesson about our cities and future cities.

1. INTRODUCING

Ask students to discuss the following question in pairs or small groups:

When you think about the concept of a futuristic city, what kind of city comes to mind?

USEFUL VOCABULARY

  • Sustainable development
  • Megacity
  • Vertical farming
  • Urban sprawl
  • Green architecture
  • High-speed rail
  • Smart city
  • Zero-emission autonomous vehicles
  • Renewable Energy
  • Sustainable Transportation
  • Eco-City
  • Drone Deliver

Display the pictures and allow students time to comment in pairs and then,  have a whole class discussion. These images are unique and, as I am sure you have guessed, created with AI.

HOUSING by cristina.cabal

2. DISCUSSING: GIVING A STUDENTS A CHOICE

This activity is designed to engage students in debates and discussions based on their chosen statements.

Before the class

  • In each corner of the classroom, hang a clothesline by using a rope and some adhesive hooks. You will need to assign a corner to each group of 4-5 students
  • Depending on the number of students you have, you will need to print as many sets of cards (one set for each corner) as groups in your class.
  • If you make groups of 5 students, you will need to come up with 5 controversial statements. You can read mine below. You will also need clothes pins to hang the cards on the clothesline. Assign a clothesline to each group.

During the class

  • Give the students a photocopy with some functional language to express opinion, agree and disagree with someone else’s opinion. Ask them to choose 3 or 4 expressions from each list and encourage them to use these expressions in this activity.
  • Divide the class into 4 groups and assign each group to one of the four corners of the classroom.
  • Tell the students to stand up, go to their assigned corner, and choose the statement (phrase) they like the most or believe they can argue for or against effectively from the cards hanging on their group’s clothesline.
  • Have the students sit down and give them 5 minutes to prepare their arguments.
  • Start the debate within each group. Student A should begin by showing their card, stating whether they are in favour of or against the statement, and presenting their reasons.
  • Encourage other group members to listen carefully, take notes, and contribute their opinions to the discussion.
  • After Student A has finished, it’s Student B’s turn to present their card and arguments.

These are the controversial statements I have used for this activity

AGREE OR DISAGREE by cristina.cabal

3. THE HOUSING CRISIS. ORAL MEDIATION: retelling in groups

Lead-in activity

Give each student a piece of paper and ask them to write down one idea for addressing the housing crisis. It could be an affordable housing initiative, a zoning policy, or a rent control measure. Collect the papers and randomly distribute them to different students. Put the students in groups of three and ask them to discuss the strengths and weaknesses of the idea on their piece of paper with their group.

The activity

I have used AI to turn text into speech to enhance students’ pronunciation. You will find the QR Code with the audio on page 2  (below).

  • The handout below, Housing Crisis in Cities, is divided into three parts: causes, consequences and solutions
  • Divide the class in groups of 3 students and assign each student in the group a part ( causes. …). Ask them to individually read their part once, underlining any new vocabulary. Divide the whiteboard into three columns( causes, consequences and solutions)  and ask students to contribute with the vocabulary they have underlined. Explain meanings.

  • Once all vocabulary issues have been solved, give students about 5-10 minutes to read their part several times. If they want to improve pronunciation, instruct them to listen to their part  (audio provided by the QRCode). PDF here. 
  • Ask the students that have been assigned Causes of the Housing Crisis to retell the information they have read in as much detail as possible, and then ask the students in their group to contribute with their own ideas by asking :  Can you list more reasons behind/ consequences of /solutions for the housing crisis?
  • Repeat procedure for Consequences and Solutions, with students contributing with their own ideas.
  • Finally, engage students in a whole-class discussion.

Housing crisis by cristina.cabal

Follow-up: Give your students this quote: “Housing is a basic human right, and it is the responsibility of governments to ensure that everyone has access to safe, affordable, and stable housing.” Ask them to express their opinion about it.

More activities revolving around Cities

Explaining Have Something Done and Killing Two Birds with One Stone

General, , , , , , ,

Time is of the essence. I am pressed for time. There is no time to lose. Time is running out or time is ticking are some of the phrases that fit me like a glove now that I have less than a month to wrap up the course. In case you are wondering, nope, I didn’t miss a single lesson this year, so I am not making up for lost time, it is just that I feel there is so much I haven’t taught them; there is so much that still needs to be reinforced.

Anyways, last point of grammar: Have something done. Here we go!!!!

Step 1. Introducing Have Sth Done and Guided Practice

Note: Use the arrows to enlarge the presentation.

Fun: For the exercise in the last slide, put students in groups of three and vote for the most extravagant luxury within the group and then within the class. This will encourage everybody to participate and have a nice laugh while learning.

STEP 2: The killing of the two birds with one stone. Shadow Reading.

Now, you might be wondering why I have chosen the title ‘Kill two birds with one stone’ when it seems like I am just going to explain the structure ‘have something done’. Well, I am and I am not.

In a last attempt to try to improve my students’ pronunciation, I asked them to bring to class their earbuds/headphones and make sure they had a QR Code Reader installed in their phones.

I prepared and assigned them a shadow reading activity which contained, once again, an explanation of the grammar point and some clear examples.

What is shadow reading?

Shadow reading is one of my favourite activities. It is a technique used in language learning to improve students’ pronunciation and fluency. It involves students listening to an audio recording while simultaneously reading the text out loud, trying to match the speaker’s rhythm, intonation, and stress.

How I set it up
  • As you read above, I asked students to bring their earbuds/headphones to class and ensure that they had a QR Code Reader installed on their phones.
  • I gave my students a copy of the text below these lines, and asked them to scan the QR Code.
  • Then, I instructed them to step outside the class, work on the text and come back in 10 minutes.
  • Finally, I invited every student to have a go at reading parts of the text, attempting to mimic the pronunciation and intonation they heard in the video.

Note: while some students made noticeable improvements in their pronunciation, others may have been a little shy to share their progress, but that’s okay! Now they all have a clear model to follow, and they can continue to practice at home with confidence.

A more personal note: I cannot close this section without expressing my total devotion to Simple English videos and to the recently deceased Vicki, my inspirational voice, as well as her husband Jay.  I have always used their videos to warm up my voice before starting class on Monday. (I know you know the feeling)

This is the handout I shared with my students

Shadow Reading de cristina.cabal

The Practice.

Text created with ChatGPT