Tag Archives: AI

When Your Students Make YOU the Star of Their Halloween Story… with a Little Help from AI!

Just imagine that you give your students a spooky Halloween writing task and you -their teacher – are the main star.  Have a look!

This is AI. Free and simple.  This little video is easy to make; Find a photo of yourself, choose a template , upload your photo and click Send. It only requires about 2 minutes, and the result is stunning. Just what we need to engage our students and make them think we are just geniuses at generating videos.

First, I will show you how to create the video clip and then, I will share how to use it in my class and with my students.

  1. Find a good photo of yourself to upload.
  2. The tool is PixVerse. It is Freemium and it gives 60 credits daily. With 60 credits, you can create two or maybe three video clips daily.
  3. Watch the video below to see how easy it is to create a video clip.Play around with other templates, it is a lot of fun.

 

Now, the writing task. 

Activity: What Happens Next?

This is a traditional narrative writing activity where a short, dramatic video serves as the story’s “inciting incident.” Students will watch the clip and then write the rest of the story, focusing on plot development, descriptive language, and a clear resolution.

Learning Objective. Students will practice using past tenses (Past Simple, Past Continuous), sequence connectors, and descriptive vocabulary related to action and suspense.

Lesson Procedure

Step 1: Introduction & The Prompt (5 mins)

  • Tell your students: “We are going to watch the beginning of a Halloween horror story. As you’ll see, the main character is me, your teacher. Your mission is to write the rest of the story: what happens immediately after the clip ends, and how it all concludes.”
  • Play the video for the class. Play it a second time so they can absorb the details of the scene.

Step 2: Guided Brainstorming (10 mins)

  • Before students begin writing, project or write the following prompt questions on the board. Give them a few minutes to think and jot down some ideas. This will help structure their stories.

Guiding Questions:

    1. The Immediate Action: What happens in the five seconds after the video ends? Does she fight back? Does she scream for help? Is she dragged into the dark room?
    2. The Attacker: Who is under the Ghostface mask? Is it a student playing a prank, or is it someone truly dangerous? What is their motive?
    3. The Rising Action: How does she try to escape? Does she find a weapon (a book, a heavy pen)? Does someone else enter the scene (another teacher, the school janitor)?
    4. The Resolution: How does the story end? Does she get away and call the police? Does she manage to unmask the attacker, revealing a huge surprise? Or is it a tragic ending?

Step 3: Individual Writing Task (20-25 mins)

  • Instruct students to write a short story (around 200-250 words) that continues directly from where the video clip ends.
  • Remind them to use their brainstorming ideas to build a complete narrative with a beginning (the video), a middle (their rising action), and a clear end (their resolution).

Step 4: The Horror Gallery Walk & Peer Voting

Time Allotment: 15 minutes

Once they have finished, post their stories on the classroom walls to create a “Horror Gallery.” Students will stand up and move around the room to read the different creative endings their classmates have imagined. After reading them, they will vote for the story they liked the best.

Yes, don’t ask, we will need to collect their stories and give them feedback of their mistakes.

 

Finally! A Text-to-Speech Tool That Sounds Human — Meet Hume

Almost at the end of the course, and I am still going strong, testing out the newest, coolest tools. And today it is about testing  an amazing TTS tool.
Because if you are like me, then I am sure you  are constantly searching for the “perfect” listening comprehension for your students and spending or rather wasting  precious time digging through textbooks or audio banks trying to find one that fits my  lesson to disappointly end up giving them a listening comprehension that does not quite fit what I have been teaching them.

Well,  I’ve got an awesome tool to share with you: Hume. Yes, you read that right — Hume, like “You + Me” but smarter ahhaahha

What is Hume?

Hume  is a text-to-speech tool with a twist: the voices it generates don’t just speak — they feel
I’m talking about emotionally expressive, super clear, human-like voices that you can actually use for listening comprehension practice. And guess what? It’s free up to 10,000 characters per month if you register. No strings attached!

How I use Hume 
  1. Use ChatGPT (yes, our bestie) to generate a text based on the vocabulary and grammar structures I am teaching.

  2. When I have the right text, I ask ChatGPT to add some comprehension questions

  3. I paste the  text  into Hume.

  4. I Choose the speaker. (Pro tip: they’ve got different voices AND emotions like happiness, sadness, excitement, etc. You can totally match tone with context. Mind-blowing!

  5. Download the audio.And Boom!  Instant, personalized listening activity that fits your class perfectly.

 No more outdated CDs. No more “Ugh, this doesn’t really fit today’s topic.” Just custom audio made by you, for your students, in minutes.

I Explain It All In this Video!

Now, I know some of you might be thinking: “But wait! How do I actually use this?”
I’ve got your back! I made a step-by-step tutorial video (yup, it’s in Spanish, but I’m sure you can follow along!).

Click on the image to watch the video

Teaching in 3D: Creating Animated Teaching Content with AI

Teaching today goes far beyond simply delivering content. It’s about connecting with students, motivating them, and creating learning experiences that genuinely spark their interest. Of course, textbooks are useful—they provide structure and consistency. But relying on them alone often makes it difficult to truly engage students, especially in a world filled with dynamic, interactive content.

That’s where AI comes in, since it allows us to adapt our teaching in ways that were unthinkable just a few years ago.

Another important aspect is keeping education aligned with the times. While a PowerPoint presentation can still do the job, varying your methods—using multimedia, storytelling, or digital tools—can dramatically boost engagement and retention.

Yes, it takes time. I won’t pretend otherwise. But here’s the good news: once you start creating your own content, it becomes not only incredibly rewarding, but also a little addictive. Seeing your students light up with curiosity and enthusiasm? That’s the real magic.

Today, I’m going to show you how to create a personalized animation using your own image as a reference—only this time, we’re turning it into a fun and expressive 3D cartoon character!

Here’s an example of what I mean:

If you listen closely to the song, you’ll actually catch the names of the AI tools I used to bring this animation to life. Cool, right? Let’s break it down, and make sure you don’t miss a thing.

Step 1: Upload Your Photo and Describe It with Gemini

First things first—upload a photo of yourself to Gemini and ask it to describe the image in detail. I used a clear photo of my face, and Gemini generated a description of my facial features that I could use as a base for the next step.

Once you have that description, here comes the creative magic! I gave Gemini the following prompt:

Create this image. Now turn this woman in the image into a 3D-rendered cartoon standing in front of a vintage microphone on a stage. She is wearing a beautiful long white dress and orange feather earrings. Her expression appears happy, and she has one hand gesturing outward, palm up.
The background features dark red or brown velvet curtains, softly illuminated by warm, orange spotlights on either side of the character. The floor appears to be a dark, reflective surface, suggesting a stage setting. The overall lighting creates a dramatic and somewhat intimate atmosphere, focusing attention on the central figure.

Step 2: Create Different Scenes for Your Animation

Now that you’ve got your main character and setting, it’s time to create different scenes to bring your animation to life. This is where the real storytelling begins!

To keep consistency, I asked Gemini to recreate the same woman in the same stage setting, but with a new pose and perspective. Here’s the prompt I used next:

“Same woman, but now it’s a closer shot. Her hand is gently holding the vintage microphone, and she’s looking slightly to the side with a soft smile. Keep the background the same—velvet curtains, warm lighting, and stage setting.”

 This keeps the mood and aesthetic consistent while adding variety and motion to your final animation. From here, I continued generating different versions by tweaking the prompt just a little each time—like changing her expression, pose, or camera angle:

  • “Same woman, turning slightly as if introducing a song.”

  • “Same woman, mid-laugh, hand over her heart.”

Tip: Always mention “same woman” and “same setting” in your prompts. That helps Gemini maintain visual consistency across all your scenes.

Step 3: Animate Your Image with Kling

Alright, now it’s time to bring your character to life! 💃

To animate the image, I used a free tool called Kling. It’s super easy to use and surprisingly powerful. Here’s what I did:

  1. Open Kling and select the Video feature.

  2. Upload the image you created earlier with Gemini.

  3. In the prompt box, describe the movement or action you want your character to perform.

For example, I used this prompt:

“Singing and moving her head elegantly and slowly, as if dancing with the music.”

 And just like that—Kling turned my 3D cartoon into a living, breathing (well, almost!) performer on stage.

You can repeat this step with different images or prompts to create multiple clips for your animation. The key is to keep your prompts clear and gentle to match the mood and style of your scene.

Step 4: Add a Voice or a Song (Your Choice!)

Now, what comes next really depends on what you want your animated character to do. Do you want her to sing? Speak? Narrate a story? You’ve got options!

In my case, I wanted the woman to sing, so here’s what I did:

  1. I used ChatGPT to help me write original lyrics—super fun and creative!

  2. Then, I took those lyrics and used Suno, an AI music generator, to turn them into a full song with vocals and background music.

But hey—maybe you’d prefer a talking character instead of a singer. Totally fine!

Alternative option:You can simply record your own voice or generate a voiceover using tools like ElevenLabs or a text-to-speech platform.


 Step 5: Put It All Together in a Video Editor

Now it’s time to assemble your scenes and audio into one smooth, eye-catching animation. For this part, I used Canva—yep, the free version works great!

I uploaded each animated clip, added my audio (the song I created in Suno), and arranged everything on a timeline to build the final video. You can also add:

  • Captions or subtitles

  • Transitions between scenes

  • Background music or sound effects

  • Title screens or fun text animations

 Watching your idea come to life—frame by frame—is honestly kind of addictive. And yes, it’s sure to impress and totally motivate your students! Ready to try!

But Wait! Classes are Over. Who Helps you Practise Speaking Now?

Oral exams are coming fast, and while nothing replaces good old-fashioned studying, AI can seriously level up the way you (or your students!) prepare. We’re talking instant feedback, personalized practice, and support that’s available 24/7.

It’s like having a private tutor in your pocket—but way cooler. And no, it won’t do the talking for you (sorry!). But it will help you speak more confidently, sound more natural, and feel way more prepared.

DESIGNING AN APP THAT HELPS THEM PREPARE THE MONOLOGUE

And just like that!

Who would’ve imagined that I, someone with zero experience in coding, could actually design my own app? Honestly, it still surprises me! Artificial Intelligence has completely transformed the way I teach, and the support I can now offer my students is truly next-level.

So, my students are currently preparing for an oral exam that includes two key parts: a monologue and an interactive task. In this case, I decided to focus on helping them tackle the monologue—and I created an interactive app designed specifically for that. Yes!! Me! And if I can do it, believe me, anybody can!

Link to the app and instructions.

APP de cristina.cabalWhat Does the App Do? It’s simple but super effective:

  1. Practice Simulations: The student starts by choosing a topic from a list (think: work, crime … you name it!). And as soon as they select one, the app automatically displays 3 prompts related to that topic. Just like the real exam!
  2. Vocabulary & Grammar Boost: Before jumping into the speaking task, students do some brainstorming—in the space provided, they write C1-level topic-related vocabulary and advanced grammar structures that can really impress the examiner. This gives them a chance to reflect and retrieve useful language before speaking.
  3. Time Management: There’s a built-in 3-minute timer, so they get used to managing their time, just like in the real exam.
  4. Continuous Practice: Once they finish one topic, they simply move on to the next. It’s all about practice, practice, practice.

And because I’m all about using free tools (yes, still flying the Free App Teacher flag!), I used Google’s Gemini  (the free version) to build the app (you just need to start  with the prompt” I want to create an interactive app that… (purpose)” and then, iterate until you get what you want. I then embedded the code on Google Sites, another totally free and user-friendly platform.

I’ve been experimenting with app design for quite a while now, but this particular app was inspired by one shared by the brilliant Eli Gozalo, who used a similar structure for a speaking task. Her work sparked the idea, and I adapted it to suit my students’ exam prep.

 

BUT WAIT—WHO’S CORRECTING THEIR SPEAKING? USING CHATGPT ADVANCED MODE.

Okay, so if you’re thinking, “Wait, ChatGPT can actually listen to my students speak and give feedback?!”—The answer is YES. It totally can. But only if you’re using the mobile app (yep, the magic happens on your phone!). This is where ChatGPT’s advanced voice function comes in! It’s like having a private tutor available 24/7. I ask my students to practise their monologues out loud and then use ChatGPT to give them corrections and suggestions.

Here’s a simple set of instructions I give ChatGPT:

  1. ChatGPT acting as a tutor , correcting mistakes and giving feedback

 “Hi ChatGPT, I need your help! I’m going to practise a monologue for my speaking exam. Please listen carefully and, when I finish, give me:

  1. Corrections for any grammar, vocabulary, or pronunciation mistakes

  2. Suggestions for using more advanced vocabulary or grammar

Let me know when you’re ready, and I’ll begin!”

2. ChatGPT modelling asnwers to inspire you.

Hi ChatGPT, please respond to the following prompt as if you were a C1-level English learner (adult, non-native). Your answer should  be about 45 seconds long and demonstrate advanced vocabulary, accurate grammar, and complex sentence structures. This is the prompt … ”   “

And just like that, students get instant feedback. It’s targeted, it’s specific, and it helps them grow fast. Perfect??? Of course, not!  Only teachers are perfect!! hahahah!

From ‘Hey’ to ‘Dear Sir’: Leveling Up our Formal Email Game

You know that moment when you think your students have totally nailed something… and then reality taps you on the shoulder?

That’s exactly what happened after I gave my class a test where they had to write a formal email. Structurally? Nailed it. They knew how to open and close it like pros.
But the language? Ohhh no. We had “I wanna,” “Hey,” and “It’s pretty bad” floating around like they were writing to a friend, not a company rep.

And you know what? It really got me thinking. Had I not explained things clearly enough? Had we just not practiced it enough? Or… had they maybe skipped a bit of the studying part?

Whatever the reason, I knew one thing for sure: I wanted to sleep with a clear conscience! So, I decided to come back to this writing task—but from a slightly different angle. This time, we weren’t going to talk about structure or where to put your “Dear Sir/Madam”. Nope. We were going to zoom in on what really makes a formal email sound formal:
👉 the language.

Comparing informal and formal vocabulary

I created a one-page reference sheet comparing informal and formal vocabulary and gave them some time to read it. It includes:

  • Everyday verbs such as buy, get, and find out → elevated to purchase, obtain, and ascertain 🔝
  • Basic connectors like but and so → upgraded to however and therefore
  • Casual phrases such as Any questions, just ask! → replaced with Please do not hesitate to contact me… 

PDF here: Vocabulary+Exercises+Teacher’s

Practice Activities

But we all know a list of vocabulary alone doesn’t do the trick.

I gave students two short emails—both written in a very informal tone. One was a complaint email; the other was a grant information request. Both had the kind of casual language you’d expect in a message to a friend, not an institution.

COMPLAINT EMAIL

For the first task, I asked students to take the complaint email and transform it into a formal version in their notebooks. The instructions were clear and simple:

“Transform the following informal email into a formal email. Use the vocabulary provided in the INFORMAL VS FORMAL LANGUAGE section of the document to replace the informal words and phrases with their formal equivalents. Maintain the original meaning and intent of the email.”

The goal here wasn’t to expand or rewrite the message—just say the same thing, but using formal vocabulary.
As they worked, I moved around the room, offering individual feedback and answering quick questions. It was a calm, focused activity—great for noticing patterns and building confidence.

GRANT REQUEST EMAIL

From ‘Hey’ to ‘Dear Sir’ de cristina.cabal

Then came the second task—same idea, but a different format. This time, the students tackled the grant request email, but in a much more dynamic way.

I paired them up and gave each pair a section of wall space with a small whiteboard. (If you don’t have mini whiteboards, sheets of paper work just as well!) Each pair worked together to rewrite the informal email in a formal tone, using the same vocabulary support as before.

As they wrote, I provided real-time feedback, corrected mistakes, and asked guiding questions. We wrapped it up by asking students to read and compare each other’s versions.
It’s always interesting to see how different pairs interpret and rephrase the same content!

Finally, once both activities were done, I gave students a “teacher’s version” of both emails to keep as a reference. That way, they could clearly see what was expected and how close they had come.