Teaching in 3D: Creating Animated Teaching Content with AI

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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!

C1 Speaking Interaction? Let’s Make It Click!

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Lately, I’ve been on an absolute writing frenzy—you know that creative wave where ideas just won’t stop flowing? That’s me right now. Between lesson planning, AI experimenting, and a mild obsession with coding, I’ve been typing like there’s no tomorrow. And honestly? I’m loving every minute of it.

With exams creeping up on us (yes, already!), I know many of us are looking for ways to help our students feel ready—especially for that tricky interaction task in the speaking exam. You know the one: they’re given a role, a partner, a situation, and then… boom! Time to think fast and speak even faster.

Now, this little resource is designed specifically for C1 students. That’s the level I’m teaching this year, and honestly? Every idea I explore, every tool I create—it’s all with them in mind and thanks to Educastur, which kindly published last year’s real C1 interaction tasks, our students can now see exactly what the exam looks like.

And here’s where my latest obsession kicks in—yep, coding! I’ve totally fallen down the rabbit hole and I decided to use that new energy to create something useful. So, I built a simple, clean little app that puts all those tasks in one place. By the way, I have already mentioned that, but I now nothing about how to code. Nada.

So, scroll through, choose a topic, check out the roles, and let’s practice practice, reflect, and prepare like pros.
I built it with Google Gemini (amazing tool, by the way), and YES—it’s completely free. I’m the “free APP teacher,” remember?

Studying for Exams: How to Write a Letter to the Editor

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Writing a Letter to the Editor isn’t exactly the most exciting task on the writing syllabus. It doesn’t come with flashy visuals or dramatic plot twists. But here’s the thing—it’s a classic exam question, and with exams just around the corner, we can’t afford to skip it.

The good news? Once you understand the structure and purpose, this writing task becomes a lot more manageable—and even a little empowering. After all, a letter to the editor is your chance to share your opinion, raise awareness, and suggest solutions to real-world problems.

PDF Table format with Structure, Useful Sentence Starters and High-Impact Vocabulary. I have put in bold the most advanced structures, in case you want to go the extra mile 🙂

How to Write a Letter to the Editor

Step 1: Understand the Purpose

A Letter to the Editor is your way of responding to a public issue, article, or event. You’re not just giving your opinion—you’re raising awareness, persuading others, and sometimes even suggesting action.

Typical prompts might ask you to:

  • Express your opinion about a recent news story
  • Respond to someone else’s opinion
  • Suggest improvements or solutions to a problem

Step 2: Structure Your Letter

Think of your letter as a mini-argument with a clear beginning, middle, and end:

1. Salutation

Use a formal greeting:  Dear Editor, To the Editor,

2. Opening Paragraph – Why You’re Writing

State the reason for your letter clearly and briefly. Mention the article or issue you’re responding to.
I am writing in response to your recent article on plastic pollution in local parks.

3. Main Body – Your Argument (1–2 Paragraphs)

Explain your opinion. Use clear points and examples. Stay polite, even if you strongly disagree.
Many people underestimate the damage plastic waste causes to wildlife. It’s time for local councils to take real action.

4. Conclusion – Wrap It Up

Restate your point and, if appropriate, suggest a solution or call to action.
I strongly encourage the community to support local clean-up efforts and reduce plastic use.

5. Sign-Off

Formal and polite, without using your full name in exams.
🖊 Yours faithfully,
Concerned Student

Step 3: Use the Right Language

  • Keep it formal but not stiff: no slang, contractions (like “I’m” or “don’t”), or emojis.

  • Use modals to sound polite and persuasive: should, must, could, would

  • Try linking words for clarity: Firstly, In addition, However, Therefore, In conclusion

Step 4: Common Mistakes to Avoid

🚫 Don’t be too emotional—stick to reasoned arguments
🚫 Don’t forget the format (especially the greeting and sign-off)
🚫 Don’t use informal expressions or abbreviations

EXAMPLE

I have put in bold,

  • connectors
  • high-impact vocabulary
  • grammar structures

Dear Editor,

I am writing in response to the article “Why We Must Ban Mobile Phones in Schools,” published on 8 May in your education supplement. While I acknowledge the concerns raised regarding distractions and misuse, I believe that a complete ban would be both counterproductive and short-sighted.

In today’s digital world, mobile phones are no longer merely tools for entertainment; they enhance students’ engagement and autonomy. Many educational apps, cloud-based platforms, and AI-powered tools can significantly improve students’ engagement and autonomy. For instance, language learners can access dictionaries and pronunciation tools in real time. Additionally, augmented reality apps can be used  by science students  to visualize complex processes. To deny students access to such resources is, therefore, to deny them the opportunity to become digitally literate—a skill that is not just useful but essential in the 21st-century workplace.

Of course, clear boundaries must be set. Mobile phones should only be permitted for academic purposes, under teacher supervision. Schools must establish robust guidelines that mitigate misuse; however, they should also integrate the positive potential of technology into the classroom. Banning mobile phones altogether conveys the wrong message: that we are unwilling to adapt, innovate, and trust students to use tools responsibly.

In conclusion, rather than banning mobile phones outright, educators should integrate them meaningfully into teaching practice. With proper regulation, these devices can support learning, not hinder it.

Yours sincerely,

Cristina Cabal, Avilés, Spain

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

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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!

Confusing Words: Danger, Peril, Threat, Hazard, Menace and Risk

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Have you ever wondered whether you should say risk or danger, or what makes a threat different from a menace? These words all relate to harm or trouble, but they’re not exactly the same—and choosing the right one can really sharpen your English. I

In this post, you’ll find clear and simple definitions, each one explained with examples where only one word fits. And to make things even more fun, we’ve turned it into a mini game inspired by Who Wants to Be a Millionaire? Can you pick the right word under pressure?

Here we go!

Danger

Definition: A general term referring to the possibility of harm, injury, or negative consequences. It is often immediate or imminent.

Example: Driving at high speed through a foggy road presents a danger to all passengers.

Peril

Definition: A more intensified or extreme form of danger, often involving a high likelihood of serious harm or death. Note: “Peril” is more literary or formal in tone than “danger.”

Example: Mountaineers caught in an avalanche are in peril—their lives are at significant risk.

Threat

Definition: The possibility or expression of future harm, often intentional or directed. A threat may not be immediate but implies a potential for conflict, damage, or danger.

Example: A hostile email from a rival company can be perceived as a threat to your business operations.

Hazard

Definition: A source or condition that can cause harm or damage if not managed. Hazards are often discussed in health and safety contexts. Difference from danger: A hazard is the source, while danger is the condition or situation that may result.

Example: Chemical spills in a laboratory are a serious hazard that must be addressed immediately

Menace

Definition: A person or thing that is persistently troublesome, harmful, or threatening. The word carries a strong connotation of nuisance or long-term disturbance. Stylistic note: “Menace” can describe both people and abstract concepts and often implies social or moral concern.

Example: The gang operating in the neighbourhood has become a real menace to the community.

Risk

Definition: The probability or likelihood that harm will occur. It is often measured or calculated, especially in fields like finance, engineering, or healthcare.Difference from danger: Risk is about possibility, while danger is about the actual presence of harm.

Example: Investing in a startup involves risk, as you may lose your capital if the company fails.

Term Focus Immediacy Connotation Example
Danger Harmful situation or condition Imminent Neutral/serious Standing near a live wire
Peril Severe or extreme danger Critical Formal/literary Lost at sea during a storm
Threat Possibility or intent of harm Future Negative/hostile A cyberattack warning from a hacker
Hazard Source of potential harm Latent Technical/safety Oil on a kitchen floor
Menace Nuisance or ongoing harm Ongoing Strongly negative A dictator seen as a menace to global peace
Risk Probability of harm occurring Theoretical Neutral/analytical Investing in volatile stock markets

 

Let’s play!

Answers explained

1. Chemical __________ that could cause severe respiratory issues.

✅ Correct: hazard

  • ❌ Danger – too general, lacks the focus on the source.

  • ❌ Risk – not about probability, but about an object/source.

  • ❌ Threat, peril, menace – these imply intent, intensity, or agency, which a chemical lacks.
    → Only “hazard” fits: it’s used technically to describe potential harm from substances.

2. His life was under serious __________.

✅ Correct: threat

  • ❌ Danger – doesn’t convey intentionality (implied here).

  • ❌ Risk – focuses on probability, not active danger from others.

  • ❌ Peril – too dramatic/literary here, and not idiomatic with “under”.

  • ❌ Hazard, menace – not used in this collocation.
    → “Under threat” is a set phrase and contextually appropriate.

3. The child was in immediate __________ on the train tracks.

✅ Correct: danger

  • ❌ Peril – close, but not idiomatic with “immediate” for this age group.

  • ❌ Hazard – refers to the source of danger, not the situation.

  • ❌ Threat, menace, risk – not idiomatic or accurate here.
    → “In immediate danger” is a standard and idiomatic expression.

4. Climbers were in grave __________ in the storm.

✅ Correct: peril

  • ❌ Danger – weaker in tone than “grave peril.”

  • ❌ Risk – doesn’t convey immediacy and severity.

  • ❌ Hazard, menace, threat – incorrect register or meaning.
    → “In grave peril” is formal, intense, and collocationally precise.

5. Financial __________ to the company.

✅ Correct: risk

  • ❌ Danger – rarely used with financial terms.

  • ❌ Peril – literary and awkward in business contexts.

  • ❌ Hazard, menace, threat – do not fit financial collocations.
    → “Financial risk” is a fixed collocation in business discourse.

6. The gang had become a __________ to the neighbourhood.

✅ Correct: menace

  • ❌ Threat – possible, but “menace” better fits long-term disturbance.

  • ❌ Hazard, peril, risk – not used for people/social behaviour.

  • ❌ Danger – less precise for ongoing nuisance.
    → “Menace” strongly implies persistently harmful behaviour.