AI VS EI

THIRD CSE - ENGLISH

LS 4: ARTIFICIAL INTELLIGENCE VS. EMOTIONAL INTELLIGENCE

ACTIVITIES

FINAL TASK

TASK 1

EXTRA

REINFORCEMENT

TASK 2

ACTIVITIES

WARM - UPS

EXIT TICKETS

TASK 1

DECALOGUE

FAKE OR REAL?

FAKE NEWS

TASK 2

THINKING ROUTINE

LISTENING

10

DECALOGUE

READING

WEBQUEST

TALK

11

FINAL TASK

WRITING

12

AI TOOLS

DEBATE

THIRD CSE - ENGLISH

LS 4: ARTIFICIAL INTELLIGENCE VS. EMOTIONAL INTELLIGENCE

Debate

Artificial Intelligence vs Emotional Intelligence. Students are divided into two groups: one supporting and one opposing AI. Each group forms smaller expert teams focusing on different aspects of AI. Two sessions will be dedicated to forming the expert groups and conducting research, and the final session will be for holding the debate.

Reading comprehension

“What is AI, how does it work and what can it be used for?”. In groups of 4, students assume roles like lead reader, note-taker, discussion facilitator, or additional researcher. They read sections of real news aloud, discuss content, share ideas, and answer comprehension questions with true/false activities, followed by group correction and feedback.

Listening comprehension

Listening comprehension activity on the topic of artificial intelligence. Students will listen to and analyze general information through multiple-choice and true or false exercises.

DIDACTIC OBJECTIVES

• Ethical and social impact analysis: Students will investigate and discuss the ethical and social implications of artificial intelligence, evaluating how these technologies affect.
• Oral and written expression: Students will enhance their English oral and written expression skills by presenting and arguing their viewpoints.
• Critical thinking development: Students will develop critical thinking skills by critically analyzing articles.
• Collaboration and creative thinking: Students will collaborate in teams to design and present innovative solutions to ethical or social challenges.

AI TOOLS

AI tools. Students in pairs must read and analyze examples of fake news and explore different tools to create them.

FAKE NEWS

Fake news. In pairs, students create a fake news story. In small groups, share the created fake news stories and determine which one is false through discussion and comparative analysis with real news.

Decalogue of Good AI Usage

Presentation. Once all the information is collected in the decalogue, students must present it to the class.

Writing master class

Using modal verbs, we will learn how to give advice. Students in pairs will write advice about how to use IA properly.

Decalogue of Good AI Usage

Students will search for, analyze and evaluate relevant sources of information on our topic. Then they will present findings in a clear decalogue presentation using digital tools.

FAKE NEWS

Fake news. In pairs, students create a fake news story. In small groups, share the created fake news stories and determine which one is false through discussion and comparative analysis with real news.

WebQuest

Students will answer some questions from different web pages about the pros and cons of AI.

THINKING ROUTINE

See - Think - Wonder: From the title of the unit, students will work with a thinking routine to activate prior knowledge on the topic of ICT. What do they see? What do they think and what do they like to learn more about? It will be carried out in cooperative groups.

FAKE OR REAL?

A series of images will be shown to the students. Some of them will be created using artificial intelligence, and others will not. The students will have to determine which ones are real and which ones are not. They will discuss this in pairs and explain their reasoning to the whole group.

Complementary activity

Conference about new technology by an expert. Afterwards, students should fill a sheet given by the teacher with the information given.