Purpose: This paper aims to present a lesson that showcases how artificial intelligence (AI) tools may be chiefly used in L2 language classrooms to design culture-focussed telecollaboration tasks and aid their completion by students. Design/methodology/approach: The paper begins by reviewing traditional approaches and guidance for developing telecollaboration tasks. It then models how tasks can be designed using the popular AI tool "Chat Generative Pre-training Transformer (ChatGPT)" and then simulates how tasks may be completed by learners using ChatGPT-generated information as a springboard for their own culturally appropriate outputs. Findings: The simulated lesson illuminates the potential value of AI tools for teachers and students. However, it also highlights particular aspects of AI literacy that teachers and learners need to be aware of. Practical implications: This paper has clear practical implications for teacher development by raising awareness of the importance of teachers upskilling in telecollaboration task design and in their understanding of how AI tools can collaborate with them in language classrooms. Originality/value: The paper adds to the current body of literature on telecollaboration and more specifically adds weight to current discussions taking place around AI tools in language education. By the end of reading the paper, teachers will have a comprehensive grounding in how to use ChatGPT in their classrooms. In doing so, the author demystifies how teachers and students may start exploring these tools in ways that target developing intercultural communicative competence.