dokhoa060194@gmail.

com 24 Sep 2023

CHATGPT IN THE LANGUAGE

CLASSROOM
By Nik Peachey

© PeacheyPublications Ltd 2023

[email protected] 24 Sep 2023

CHATGPT IN THE
LANGUAGE
CLASSROOM

By Nik Peachey

© PeacheyPublications 2023

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DEDICATION

For my wife Maria and my daughters Molly and Isabella.

Thank you for helping me to stay curious.

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INTRODUCTION
CHATGPT IN THE
LANGUAGE CLASSROOM
Hello and welcome to ChatGPT in the Language Classroom.

Firstly, thank you for downloading this book. I hope that you learn
a lot from it, get some inspiration for new ideas and also that you
enjoy it.

When I rst started hearing and reading about ChatGPT and all
the marvellous things it could do I was very excited, but my rst
impressions weren’t that great. Good, but not great.

I found it frustrating. I was reading articles about all the marvel-

lous things it could do, but when I tried to get ChatGPT to do
those things for me the results were always a bit disappointing.
Perhaps you’ve had a similar experience.

The reality is that in order to get the best from ChatGPT you have
to learn to understand a little bit about it, the way it thinks and the
way it understands language. I soon found that the more I stud-
ied this the better the results were and the more things it would
do for me.

What I’ll be sharing in this book are some of the ideas and in-
sights I’ve developed from my time working with it. Along with the
prompts and prompt templates you can use to get the same or
better results for your students.

The book is divided into a number of chapters:

• The rst chapter is an introduction to ChatGPT where we’ll look

at some of the basics such as parts of the interface, what they
do and how ChatGPT works. Will also start to look at prompts
and their importance in getting ChatGPT to produce the materi-
als that you need.

• In the second chapter, we’ll look at what ChatGPT can do to

help us prepare engaging materials and how students can in-
teract with ChatGPT. This section will focus on exploiting Chat-
GPT in the classroom and for homework activities. I’ll include

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example materials, ideas and lesson plans that you can try along with the
prompts that I used to create the materials.

• In the third chapter, ChatGPT in the Staffroom, we’ll look at some of the ways
you can learn more about teaching and ways that you can use ChatGPT to
make your workload a little easier to deal with, especially lesson planning
and language research.

• In the fourth chapter, Prompt Engineering, we’ll look at a collection of tips for
helping you construct prompts. Prompts enable you to get responses from
ChatGPT and the better your prompt writing is the better the results you will
get.

• In chapter ve, AI tools, we’ll look at some examples of other AI tools that can
be used alongside ChatGPT to do various tasks like creating images, audio
and video, as well as creating quizzes and presentations with lesson plans.

• In chapter six we’ll be looking at some of the various different issues and
controversies that ChatGPT raises. Join our course and you’ll be able to
share your views with other teachers by getting involved in our ChatGPT
community group of Telegram.

How to use the book

This book has been designed to be a practical resource that should help you
to use ChatGPT in a very hands-on way to produce materials and learning op-
portunities for your students to develop your own skills and understanding of
language teaching and how to use ChatGPT to enhance your knowledge and
abilities.

The book has been designed in a logical way, but it’s not necessary to work
through every chapter and every activity in order. Feel free to dip into it where
you choose and to focus on the parts that interest you most.

Most of the chapters include example prompts and prompt templates. Be sure
to try these with ChatGPT and to see, evaluate and compare the results you
get with those in the book. Try to edit the prompt templates to suit your own
teaching context and see what results ChatGPT gives you. Try each prompt
more than once as you’ll soon see that ChatGPT can give different results each
time you submit a prompt.

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Create your own prompt diary and store the prompts that work well for you
along with a note about the results you got and how you would like to use the
prompt.

Many of the sections of the book also include tasks at the end. These tasks
are suggestions to get you thinking about and using ChatGPT in your own
practice. Again, I would advise that you make notes or keep a task diary so
that you record your re ections and responses to the tasks.

I hope you enjoy the book, join the community of teachers sharing ideas and
resources and continue to learn more about ChatGPT and how to use it to im-
prove learning outcomes.

If you haven’t registered for the course ChatGPT in the Language

Classroom, you can do so here: https://payhip.com/b/Jkauf

When you register you will get a 50% discount by using this coupon
code: MEMBERGPT

WHY DO THE COURSE?

• You’ll be able to interact with other teachers through comments and our on-
line community.

• You’ll get access to our AI tools library which is regularly updated.

• You’ll get access to our prompt channel where we share new and useful
prompts that you can use with your students.

• You’ll be able to submit assignments to get a certi cate of completion for the
course.

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CONTENTS

Chapter 1. Getting Started 7

Chapter 2. ChatGPT in the Classroom 26

Chapter 3. ChatGPT in the Staffroom 153

Chapter 4. Prompt Engineering 208

Chapter 5. AI Tools 238

Chapter 6. Hot Topics 253

About the Author 260

Copyright Information 261

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GETTING STARTED
In this chapter you’ll look at some of the technical
background to ChatGPT. This section isn’t com-
pulsory, but working through it won’t take too
much time and it will help you to better under-
stand how ChatGPT works and will help you do
some of the other parts of the course
[email protected] 24 Sep 2023

This is how ChatGPT describes itself:

WHAT IS
“ChatGPT is a large language model developed by Open AI,
based on the GPT - Generative Pre-trained Transformer - archi-
CHATGPT? tecture. It is designed to generate human-like responses to text-
based inputs, by using deep learning techniques, speci cally
unsupervised machine learning. Its training data includes a vast
amount of text from a wide variety of sources, such as books, art-
icles, and web pages, which allows it to generate responses on a
wide range of topics. It is capable, of understanding natural lan-
guage and generating contextually appropriate responses to
questions or statements, making it a useful tool for communica-
tion and research purposes.”

In some ways I feel like ChatGPT isn’t giving itself suf cient credit
as it’s much more than a tool for communication and research.
ChatGPT can act as a collaborator when producing factual and
creative work and can also act as a teacher, translator, advisor
and even as a friend.

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What is ChatGPT? In some ways the text is also misleading, because describing one of its
primary roles as researcher may give the impression that everything
ChatGPT produces is factually correct, and this is not the case. One of
ChatGPT’s greatest strengths, in my opinion, is its ability to invent and
be creative, but this same ability is one of its greatest weaknesses
when it comes to research as it has the habit of inventing things like
sources, quotes and website links that don’t exist.

ChatGPT is good when it comes to theories, ideas and methodologies,

and coming up with ideas for how to use them practically in the
classroom, but it isn’t good for the kind of disciplined literature based
research that we would expect from a dissertation or thesis. Of course,
this may change in the future or may well be changing as we speak,
but in the meantime, it’s important that you and your students cross
check any factual information that ChatGPT produces for you.

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This is how ChatGPT describes machine learning:

WHAT IS
“Machine learning is a eld of study that involves creating al-
gorithms and statistical models that allow computer systems to
MACHINE automatically improve their performance on a speci c task,
LEARNING? based on data inputs, without being explicitly programmed. In
machine learning, a computer system learns from examples or
experience, and it uses this knowledge to make decisions or
predictions. The learning process involves training the system
with a large amount of data, often referred to as a training data
set. This represents examples of the task, or problem, that the
system is trying to learn.

There are several types of machine learning algorithms, includ-

ing supervised learning, unsupervised learning, and reinforce-
ment learning. In supervised learning, the system is trained using
labelled data, where the correct outputs are provided along with
the inputs. In unsupervised learning, the system is trained using
un labelled data, and it must identify patterns or relationships in
the data. In reinforcement learning, the system learns through tri-

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What is Machine al and error, receiving feedback in the form of rewards or punishments
Learning? based on its actions.”

This is quite a complex description, but what’s useful to understand is

that ChatGPT will continue to improve itself based on feedback, so any
problems we are experiencing with ChatGPT now may not be problems
in the future, as the more we use it the more it will learn from our inter-
action with us and the more it will develop.

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At rst glance the ChatGPT interface is quite simple. There is a

eld where you can type in a prompt and then the ChatGPT re-
sponse will appear below the response.
THE CHATGPT You can continually type in prompts and ChatGPT will continue to
INTERFACE respond to your prompts inde nitely.

Before ChatGPT responds to you it analyses your previous inter-

actions in the conversation trail. In this way it links to together
your interactions into a coherent conversation.

There are a number of other features of the interface that you

should also be aware of. You can explore them by clicking the
link to this interactive infographic or by reading through the rest
of this section.

Infographic: https://view.genial.ly/6434339324b09d00121e0bc2

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The ChatGPT Interface CHATGPT INTERFACE

In this image you can see the main parts of the ChatGPT interface
numbered. Read through the text to nd out what each part does and
why it is important.

1. New Chat
Click on this button when you want to start a new chat about a different
topic.

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The ChatGPT Interface 2. Chat History

This is where you nd your previous chats with ChatGPT. Just click on
these to return to and continue the chat.

You can also delete individual chats by clicking on them and then click-
ing the delete button.

3. Clear Conversations
This button clears all your past conversations in your chat history. Only
click this if you are sure you won't want to go back to any of these.

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The ChatGPT Interface 4. Prompt

This is the text or question that you type in ChatGPT to get a response.

5. Response History
This small counter will appear if you regenerate a number of responses
to the same prompt.
You can use it to scroll back through previous versions of the response.

6. Prompt Edit
This button will appear at the end of your prompt if you place the cursor
above it. You can click on it to edit and resubmit your prompt. When
you submit the edited prompt, a new response will be generated.
Any responses or prompts that come after it will be deleted when the
new response is generated.

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The ChatGPT Interface 7. Feedback

You can click these thumb icons to send either positive or negative
feedback.

Clicking the thumbs up icon will open a eld where you can tell Open
AI what you like about the response.

Clicking on the thumbs-down icon will enable you to tell OpenAI what
was wrong with the response.
Sending feedback can help Open AI to improve ChatGPT.

8. Regenerate Response
Click on this button to get ChatGPT to regenerate your response.
ChatGPT tends to give different responses each time you prompt it, so
clicking this button is likely to change the response. You may well get a

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The ChatGPT Interface better response, or one that you prefer, by clicking here. You can get
back to previous responses by clicking on the response history.

9. Prompt Field
This is where you type your prompts for ChatGPT. These can be ques-
tions, statement, instructions or requests.
ChatGPT will respond to these prompts.

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I'm adding a separate lesson here on Chat History, because it's a

very useful feature and works in a different way from usual histor-
ies like browser history etc.
CHAT HISTORY
The chat history feature in ChatGPT isn't just a record of previous
interactions you've had with ChatGPT, it can also be used as a
space where you can create a number of AI tools that carry out
speci c functions that you are likely to use regularly. This can
save a lot of time on creating and recreating prompts.

So for example if you regularly want translation or transcription of

texts you can enter a prompt script that enable you to carry out
those functions and then they will be in there in your history
whenever you need them.

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Chat History Here are a few examples of prompt scripts you or your student may
want to use regularly.

Prompt - Use this prompt to get ChatGPT to translate to English for

you.
Translate any text I enter here into English.

Prompt - Use this prompt to get ChatGPT to transcribe text into phon-
emic symbols.
Transcribe any text I enter here into phonemic script.

Prompt - Use this prompt to get ChatGPT to check your spelling and
grammar.
Check my spelling and grammar.

Prompt - Use this prompt to get ChatGPT to give you feedback on your
written text and suggest improvements.
Please read my text and suggest ways I can improve it.

Prompt - Use this prompt to get ChatGPT to create a word list with
de nitions from any text you want to use.
Create a wordlist of the 10 most dif cult words from any text I enter.
Add de nitions and phonemic script to the list.

Prompt - Use this prompt to get ChatGPT to be your supportive Eng-

lish friend.
I want you to act as my friend. I will tell you what is happening in my
life, and you will be supportive and give emotional support. Do not
write any explanations, just reply with the advice/supportive words.

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Chat History

This image shows the chat history with the prompts.

TASK

• Add each of these prompts as a New Chat in ChatGPT.

• Try each of them to make sure they work.
• You should now have a collection of tools in your chat history that are
ready to use.
• Add to this list when you nd prompts that you will want to use re-
peatedly.

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A prompt is a piece of text, such as a question, that users type

into ChatGPT in order to get a response.
These prompts can be very simple, or they can be quite com-
USING THE plex. The prompts are fundamental to making ChatGPT work well
PROMPTS for you.

Throughout this book, I'll be sharing numerous prompts with you.

Most prompts will have two forms.

1. I'll share a prompt template with an editable region {in brack-

ets like these}. The editable part enables you to add multiple
variations to the prompt to get different results.

2. I'll also share one or two examples along with ChatGPT's re-
sponse to the prompt. The examples should demonstrate how
the prompt is used.

Feel free to make copies of the prompts and prompt templates to

use in your teaching.

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Using the prompts

Later in the book, we'll be looking in more depth at 'prompt engineer-
ing' and how you can design your own prompts.

TASK

• Create a document, such as a spreadsheet, that you can use to

keep copies of the prompts that you think will be most useful for your
teaching.

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The ChatGPT user interface is text based, but you can also use
your voice to speak to it, which has some obvious bene ts for
language learning.
SPEAKING TO
CHATGPT There are a number of ways you can make this possible:

1. Most modern computers have voice-to-text/voice recognition

and text to speech built in to their operating system. The best
place to check for this is in the 'accessibility' options on your
computer.
2. You can also enable voice recognition on some browser such
as Chrome. There are some instructions for that here: https://
mcmw.abilitynet.org.uk/how-to-enable-voice-dictation-in-chrome-
os
3. There is also a useful free Chrome browser extension that
makes this process very simple.You can download this from
here: https://chrome.google.com/webstore/detail/promptheus-
converse-with/eipjdkbchadnamipponehljdn olfki

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Speaking to ChatGPT Here is a video showing how it works: https://youtu.be/5IAewmNun5k

Note: Other options are using devices such as Amazon Alexa or

Google Assistant.

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CHATGPT IN THE
CLASSROOM
In this chapter you’ll be looking at a range of prac-
tical activities that you can adapt and try with your
students. Each of the lessons ends with a task.
This is just to give you an idea of how to get star-
ted putting these ideas to practical use.
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It can be fascinating to invite guests into your classroom, but

very dif cult to arrange and manage. Using ChatGPT, you can
invite any famous person (well, almost any) and your students
GUEST SPEAKER will be able to ask them questions.
Q&A These are some of the bene ts that ChatGPT suggests:
1. Real-world context: Guest speakers can provide students
with real-world context for language use. For example, a busi-
ness executive might talk about the language and communica-
tion skills necessary for success in the workplace, or a tourist
might share their experiences traveling in an English-speaking
country. This can help students see the practical applications of
what they're learning in class.
2. Cultural insights: Guest speakers can also provide cultural
insights that may not be covered in the textbook. For example, a
guest speaker from a different country might share information
about their culture's customs, traditions, and social norms. This
can help students better understand and appreciate different
cultures, which is an important aspect of language learning.
3. Engaging and motivating: Guest speakers can add variety
and interest to classroom activities, making learning more enga-

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Guest Speaker Q&A ging and motivating for students. Students may be more likely to parti-
cipate in class discussions and activities when they have the opportun-
ity to interact with someone outside of their normal classroom routine.

WHAT CHATGPT CAN DO

Here are some different ways to get guest speakers into the classroom
using ChatGPT.
Prompt 1 - Use this prompt when you want students to interact with
ChatGPT as the famous person.

Act as {famous person} and answer the questions I ask. My rst

question is { rst question}

Example: Act as Marilyn Monroe and answer the questions I ask. My

rst question is Where did you grow up?

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Guest Speaker Q&A Prompt 2 - This prompt can be used when you want to produce ques-
tions to ask a famous person.
Write {number} questions to ask {famous person}
Example: Write 10 questions to ask Charles Dickens.

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Guest Speaker Q&A Prompt 3 - This prompt can be used when you or the student role
plays being the famous person and asking questions.
I am {famous person}. Ask me a question. When I answer, ask me an-
other question. Continue to ask questions each time I answer.

Example: I am Abraham Lincoln. Ask me a question. When I answer,

ask me another question. Continue to ask questions each time I an-
swer.

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Guest Speaker Q&A HOW WE CAN USE THIS

• You can also ask ChatGPT to think of questions they could ask based
on its knowledge of speci c people. This opens up a variety of pos-
sibilities for the classroom.
• You can use ChatGPT as a guest and get your students to suggest
questions that you could ask. Then you could type them in and stu-
dents could see the answers and ask follow-up questions.
• You could get ChatGPT to produce questions to ask the person, and
then get students to imagine they are the person and answer the
questions. With famous people from history, they could research the
answers before answering.
• You could also tell ChatGPT that you are a famous person and
prompt it to ask you questions. Then you or the students could type in
your answer.

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Guest Speaker Q&A

EXAMPLE LESSON 1

Procedure
• Tell your students they are going to chat with {famous person}.
• Ask them to work together in groups and think of {x} questions they
could ask the person.
• Regroup the students and get them to share and compare their ques-
tions with a new partner. Ask them to produce a list of {x} of the best
questions.
• Now open ChatGPT and add prompt 1.
• Tell the students they are going to interview the person by text.
• Show students the computer screen and elicit their questions.
• Type them in and then wait for the answers.
• Ask students to think of a follow-up question based on the answer
(This could be one to help them clarify understanding).
• When they have nished asking questions, ask the students to dis-
cuss/write a summary of what they have learned.

EXAMPLE LESSON 2

Preparation
• Decide which famous person/people you want the students to be,
then ask ChatGPT to create a list of questions for that person.
• Choose the best questions and edit the list for suitability. Try to have a
variety of factual questions that students can answer from research
and more opinion based ones which they may have to guess or infer.
Procedure
• Tell the students that you have some questions to ask a famous per-
son/people.
• Show them the questions and ask them to try to guess who the per-
son/people may be.
• Once they have guessed, ask them to research the person and try to
nd out what they think their answers might be.

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Guest Speaker Q&A • When they have nished researching, ask them to share and com-
pare their answers in small groups.
• Lastly, put them into pairs and ask one student to be the interviewer
and the other to be the famous person.
• Ask them to role-play the interview.

EXAMPLE LESSON 3

Preparation
• Ask students to do some research on a famous person and see how
much they can nd out.
Procedure
• Ask the students how much they think they know about the person.
• Tell them they are going to have to pretend to be the person and try
to fool a computer.
• Use prompt 3 in ChatGPT.
• As GPT to asks questions.
• Get the answers from the students and type them in to GPT.
• Continue until you think the students have done enough.
• Put the students into pairs or small groups and ask them to try to re-
member the questions GPT asked and their answers.
Note: If you have a connected classroom, you can put students into
groups, with one student accessing GPT and typing in the answers.
Students could also do the activity at home or working alone on a
device.
Follow-up
• Ask the students to research the real answers to the questions and
nd out how many they got right.

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Guest Speaker Q&A

TASK

• Think about which of the lesson procedures would work best for your
students.
• How would you need to change it?
• Why?

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It's great to get students doing plays together. They get the
chance to take on new characters, act out roles and give a much
wider range of expression to language that they might not usually
PLAYS & DRAMA use in the classroom. Finding plays that suit your students can
be dif cult, though.

Here are some of the reasons ChatGPT gives for using plays and
dram in the language classroom.
Using plays and drama in ESL (English as a Second Language)
teaching can provide a range of bene ts for language learners.
Here are some reasons why:
1. Improving Language Skills: Plays and drama provide an op-
portunity for learners to practice language skills in a meaningful
and authentic way. Through acting out scenes, students can
practice speaking, listening, and reading in English, as well as
develop their vocabulary, grammar, and pronunciation.
2. Enhancing Creativity: Plays and drama provide a creative
outlet for learners to express themselves in English. They can
develop characters, create dialogue, and interpret scenes, which
can help them develop their imagination and creativity.

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Plays & Drama 3. Encouraging Critical Thinking: Plays and drama require learners to
analyse and interpret language in context, which can help them devel-
op their critical thinking skills. They may need to infer meaning from
dialogue, make connections between different parts of the play, and
evaluate the effectiveness of their performance.
4. Building Con dence: Performing in front of an audience can be a
daunting task, but it can also be a great con dence-builder. By prac-
tising and performing plays, students can develop their con dence in
using English in front of others.
5. Fostering Cultural Understanding: Plays and drama often involve
themes and situations that are culturally relevant. By engaging with
these themes and situations, learners can develop their understanding
of English-speaking cultures and societies.

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Plays & Drama WHAT CHATGPT CAN DO

ChatGPT can create plays for your students in minutes based on any
theme or an original story. You can even indicate the style and how
many acts or characters you want to include in the play.

Prompt 1 - This prompt will produce a play based on any topic. Differ-
ent groups of students could use this to create their own play based on
the topic of their choice.
Write a play about {topic}
Example: Write a play about ghosts.

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Plays & Drama Prompt 2 - This prompt produces a play based on an original story.
You can also de ne the number of characters you want to include. This
ensures that every student has a part.
Write a script based on a scene from {Name of book}. Include {num-
ber} characters.

Example: Write a script based on a scene from Charles Dickens' A

Christmas Carol. Include 4 characters.

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Plays & Drama Prompt 3 - This prompt enables you to create a play on any topic in the
style of a speci c writer.
Write a play about {topic} in the style of {playwright}

Example: Write a play about social media in the style of William

Shakespeare

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Plays & Drama EXAMPLE LESSON

Preparation
• Decide how many students you will have in each group and what the
play should be about.
• Create the play and make copies for each student.
• Create comprehension questions (using ChatGPT) to check that stu-
dents understand the play.

Procedure
• Give the students the play and ask them what they think it is about.
• Give the students the comprehension questions and give them time
to read and answer them.
• Check and clarify their answers.
• Put the students into groups and ask them to think about the emotion
each of the characters is feeling when they say their lines.
• Get some feedback from the students and ask them to say the lines
using the emotion.
• Assign parts to each student (don't forget to include a narrator) and
ask them to practice their part.
• Put the students into groups and ask them to read through the play
together a few times. You could also assign one student as the dir-
ector and get them to encourage the others and support their per-
formance of the lines.
• Lastly, you could get students to practice physically acting out the
play.
• If they enjoy this, you could give them extra time to rehearse a more
polished performance.

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Plays & Drama TASK

Produce a play script for your students.
Try to get students to create their own play scripts.

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ChatGPT can act as a teacher using a Socratic style. This can

enable students to do research with GPT, asking them questions
and helping them to develop their knowledge and to understand
THE SOCRATIC where there are gaps in their knowledge.
TEACHER
This is how ChatGPT describes Socratic teaching:
"Socratic teaching, also known as the Socratic method, is a form
of teaching that involves asking questions to stimulate critical
thinking and uncover the underlying beliefs and assumptions of
the person being questioned. It is named after the ancient Greek
philosopher Socrates, who is known for his use of this method in
his own philosophical dialogues.

In Socratic teaching, the teacher does not provide answers or in-

formation directly, but instead guides the student through a
series of questions designed to encourage them to analyse and
evaluate their own ideas and thought processes. The goal is to
help the student develop a deeper understanding of the topic at
hand and to develop their own independent thinking and reason-
ing skills.

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The Socratic Teacher The Socratic method is often used in teaching philosophy and other
humanities subjects, but it can also be applied in other disciplines as a
way to encourage critical thinking and discussion. It is particularly ef-
fective in helping students develop skills such as analysis, synthesis,
evaluation, and inference.

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The Socratic Teacher WHAT CHATGPT CAN DO

ChatGPT can become a Socratic guide for students and teachers.

Prompt - This prompt should be pasted into ChatGPT as a single block

of text to convert GPT into a Socratic teacher.
Let's discuss a topic or concept that I want to know more about.
You'll ask me questions to help me explore it further.
We'll work together to build a deeper understanding of the topic.
You'll provide feedback to help me identify any misconceptions or
gaps in my understanding in the style of the Socratic technique.
We'll approach this with an open mind, and we'll be curious and in-
quisitive as we explore the topic.
I want you to ask speci c questions that will push my understanding of
the topic.
Only ask one question per turn.
Let's begin with the topic of {enter topic}

Example:
Let's discuss a topic or concept that I want to know more about.
You'll ask me questions to help me explore it further.
We'll work together to build a deeper understanding of the topic.
You'll provide feedback to help me identify any misconceptions or gaps
in my understanding in the style of the Socratic technique.
We'll approach this with an open mind, and we'll be curious and inquis-
itive as we explore the topic.
I want you to ask speci c questions that will push my understanding of
the topic.
Only ask one question per turn.
Let's begin with the topic of language teaching

This is the start of the discussion we had. As you'll see after a while,
ChatGPT went into telling mode again, but you can get it to stop by
telling it to ask you another question.

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The Socratic Teacher

HOW WE CAN USE THIS

• This can be a useful tool as part of a project based learning ap-
proach, with a project aimed at providing the solution to a problem.
• Students could use GPT to explore their existing knowledge of the
problem and identify the gaps in their knowledge.
• Students start by copying and pasting the prompt into ChatGPT, and
then GPT will start to ask them questions. As they answer, GTP will
feed in information and ask more questions. The process can contin-
ue almost inde nitely.
• This activity requires interaction with GTP, so there are a number of
ways you can use this.
• This activity will work best if students either work in groups in the
classroom or work individually at home.

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Plays & Drama EXAMPLE LESSON 1 - IN THE CLASSROOM

Procedure
• Put the students into groups and make sure they have one device
between them that can access GTP.
• Give them a digital copy of the prompt that they can cop paste into
GPT.
• Give the students a time limit.
• Get them to work together and respond to the questions.
• If GTP stops asking questions, then they can type in a question.
• When the time is up, regroup the students and get them to share what
they know about the problem.

EXAMPLE LESSON 2 - AUTONOMOUS

Procedure
• Send the students a digital copy of the prompt and instruct the stu-
dents that they should copy it into GTP and then answer the ques-
tions.
• Tell them they should answer at least {x} questions.
• When they come to the next class, put the students into groups and
ask them, share what they know and nd out what the others in their
group discovered.

Follow up
• Once the students have done their research into the problem and
have a good understanding of it, they could write a summary of what
they know about the problem before going on to brainstorming pos-
sible solutions.

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Plays & Drama TASK

• Use the prompt with ChatGPT to check and develop your knowledge
of a speci c teaching theory.

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You can use ChatGPT to create role playing interactive

ction. This is the kind of ction where you are introduced to a
scenario, and then you decide what you should do. Based on
INTERACTIVE your choices, the narrative progresses. Text based role playing
FICTION games like this have been popular for decades, especially those
in the 'Dungeons and Dragons' genre, and they are a great way
to get students practising reading.

Here are some of the reasons ChatGPT give for using interactive
ction in language teaching.

Interactive ction (IF) can be a powerful tool for language teach-

ing for several reasons:
Engaging and Immersive: Interactive ction creates an enga-
ging and immersive learning environment that can captivate stu-
dents' attention and keep them motivated. The interactivity and
narrative-driven nature of IF can help students connect with the
language and engage with it in a more meaningful way.

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Interactive Fiction Contextualized Learning: IF can provide contextualized learning op-

portunities by presenting language in a meaningful and relevant con-
text. This can help students understand and remember the language
better as it is presented in a natural and authentic way.
Personalised Learning: IF can offer personalised learning experi-
ences as students can interact with the story and make choices that
impact the narrative. This can help students develop their language
skills at their own pace and in a way that is tailored to their individual
needs.
Authentic Language Use: IF can expose students to authentic lan-
guage use, including colloquialisms, idioms, and cultural references.
This can help students develop their language skills beyond just
grammar and vocabulary and prepare them for real-world language
use.
Fun and Interactive: IF can make language learning more fun and in-
teractive, which can increase student engagement and motivation. By
presenting language in a game-like format, students can enjoy the
learning process and feel more motivated to continue learning."

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Interactive Fiction WHAT CHATGPT CAN DO

ChatGPT can become a collaborative partner that helps us create in-

teractive ction.

Prompt 1 - This prompt should be copied and pasted complete into

the ChatGPT interface before starting the game.
You are to act as a text based {theme of game} game, aka interactive
ction.
Do not explain the game. Do not explain the parameters, just analyse
the parameters, then become the game.
Below are your game's parameters:
DO NOT explain the game. Just be the game.
DO NOT explain the parameters. Just be the game. Your rst reply
will be the game scene description, and the player's initial action
choice/input. Start the game's scene, explain what the player is see-
ing.
Do not display what step is being performed. You must follow all these
steps in order.
Step 1 Start the game. Update game scene - the intro act to the game.
Step 2 Give player 3 appropriate options.
Step 3 Wait for player input.
Step 4 Update the game, give a detailed description, player wants to
feel like they're there. Wait for player's open-ended option
Step 5 GOTO step 2 Start your "act"

This prompt has been adapted from one I found on: https://www.-
promptvibes.com/

Example 1:
You are to act as a text based Dungeons and Dragons game, aka in-
teractive ction.
Do not explain the game. Do not explain the parameters, just analyse
the parameters, then become the game.
Below are your game's parameters:
DO NOT explain the game. Just be the game.

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Interactive Fiction DO NOT explain the parameters. Just be the game. Your rst reply will
be the game scene description, and the player's initial action choice/
input. Start the game's scene, explain what the player is seeing.
Do not display what step is being performed, You must follow all these
steps in order.
Step 1 Start the game. Update game scene - the intro act to the game.
Step 2 Give player 3 appropriate options.
Step 3 Wait for player input.
Step 4 Update the game, give a detailed description, player wants to
feel like they're there. Wait for player's open-ended option
Step 5 GOTO step 2 Start your "act"

This is how the game begins.

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Interactive Fiction Example 2:

You are to act as a text based murder mystery game, aka interactive
ction.
Do not explain the game. Do not explain the parameters, just analyze
the parameters, then become the game.
Below are your game's parameters:
DO NOT explain the game. Just be the game.
DO NOT explain the parameters. Just be the game. Your rst reply will
be the game scene description, and the player's initial action choice/
input. Start the game's scene, explain what the player is seeing.
Do not display what step is being performed, You must follow all these
steps in order.
Step 1 Start the game. Update game scene - the intro act to the game.
Step 2 Give player 3 appropriate options.
Step 3 Wait for player input.
Step 4 Update the game, give a detailed description, player wants to
feel like they're there. Wait for player's open-ended option
Step 5 GOTO step 2 Start your "act"

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Interactive Fiction This is how this game starts:

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Interactive Fiction EXAMPLE LESSON - TEACHER CONTROLLED

Procedure
• Enter the prompt into GPT and get it to generate the rst scenario.
• Give the students time to read.
• Check that they understand the text.
• Put students in groups or pairs to discuss what they should do.
• Get their suggestions and then ask them to vote for the one they like
best.
• Type in their suggestion and wait for GPT to respond.
• Repeat the previous process of checking understanding and giving
students time to discuss.
• Continue for as long as students stay motivated or until you run out of
time.
• In the next class, put students into groups and get them to share
what they can remember from their adventure. They can then reread
the text.

Notes:
This is potentially a never ending activity, so you could do a few turns
each lesson. This would require that the students read through the text
again to remind themselves of what happened in the previous lesson.
You would need to make a note of the chat name, and don't delete it or
use it for any other purposes.

Follow-up
• Get students to make notes of any new vocabulary - (You could get
GPT to provide you with a glossary or words and de nitions from the
text.)
• Get students to summarise the story and/or write their own version of
it from memory.
• Ask the students to write an ending for the story.

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Interactive Fiction EXAMPLE LESSON 2 - STUDENT CONTROLLED

If your students have access to digital devices in the classroom, they

can work in groups with one device.
They'll need to have access to ChatGPT, and you'll need to give them a
copy of the prompt text to start their chat.

Procedure
• Put the students into groups with one connected device per group.
• Tell the students they are going to have an adventure.
• Give the students a copy of the prompt and ask them to paste it into
GPT.
• Students can work as a group to discuss the scenarios and options.
• Let the students work through the adventure.
• Ask them to stop and regroup them, or put them into pairs with a stu-
dent from another group.
• Ask them to tell their partner about their story.
• Ask them to listen and nd similarities and differences in their stories.

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Interactive Fiction EXAMPLE LESSON 3 - AUTONOMOUS

Procedure
• Give the students a digital copy of the prompt and ask them to use it
for homework.
• Tell them to take x number of turns and then write their own ending to
the story.
• In class, they can compare stories.
• They could also use an AI image creator to create illustrations for their
stories.

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Interactive Fiction TASK

• Use the prompt and work through a story.

• Think about what the challenges would be of using this with your stu-
dents.
• How could you overcome those challenges?

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Register and style can be dif cult to teach, and coming up with
parallel texts that have been written in different registers and
styles can be a lot of work. This is the kind of thing that ChatGPT
EXPLORING can do in a couple of minutes, though.
REGISTER & STYLE
Here are some of the ways ChatGPT suggests that students can
bene t from a better understanding of style and register:

1. Communicating more effectively: Learning about style and

register can help ESL students understand how to use language
appropriately in different situations. This can help them commu-
nicate more effectively with native English speakers and other
non-native English speakers.
2. Avoiding misunderstandings: Understanding different styles
and registers can also help ESL students avoid misunderstand-
ings that can arise from using inappropriate language in certain
situations. For example, using slang or informal language in a
formal setting could be seen as disrespectful or unprofessional.

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Exploring Register & 3. Improving their writing: Learning about style and register can also
Style help ESL students improve their writing skills. They can learn how to
write in different styles and registers depending on the purpose and
audience of their writing.
4. Enhancing their language pro ciency: Understanding style and
register requires a good understanding of the nuances of the English
language. By learning about these aspects of the language, ESL stu-
dents can improve their overall language pro ciency.
5. Adapting to different cultures: Different cultures have different ex-
pectations for language use. By learning about style and register, ESL
students can better understand and adapt to the language expecta-
tions of different cultures.

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Exploring Register & WHAT CHATGPT CAN DO

Style
Here are some things that we can get ChatGPT to do.

Prompt 1 - You can use this prompt to produce a formal text on any
topic. Then use the follow-up prompt to get GTP to create a parallel text
in an informal style.
Write a paragraph about {topic} in a formal style.

Example: Write a paragraph about UK Culture in a formal style.

Follow-up prompt
Change the text to an informal style.

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Exploring Register & Prompt 2 - You can use this prompt to specify the genre of text and the
Style purpose of the text.
Write {form of text} to {purpose of text} in a formal style.

Example: Write an email to a bank asking for a loan of $1000 to buy a

canoe in a formal style.

Follow-up prompt
Change the text to an informal style.

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Exploring Register &

Style

Prompt 3 - You can use this prompt to experiment with the different
styles of different types of people.
Write a paragraph about {topic} in the style of {type of person}

Examples:
Write a paragraph about chocolate biscuits in the style of a social me-
dia in uencer.

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Exploring Register & Write a paragraph about chocolate biscuits in the style of William
Style Shakespeare.

Write a paragraph about chocolate biscuits in the style of a young

child.

Write a paragraph about chocolate biscuits in the style of a sad old

man.

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Exploring Register & HOW WE CAN USE THIS

Style • We can get students to compare the texts and identify the differ-
ences.
• We can ask students to rewrite texts using a different style and com-
pare to ChatGPT texts.
• We can ask students to correct ChatGPT texts.
• We can give students a collection of different parallel texts and ask
them to select the appropriate ones.

EXAMPLE LESSON

Preparation
• Create a pair of parallel texts for your students.

Procedure
• Give the students the texts and ask them to read and identify:
• The kind of person who wrote the texts
• Who the texts were written for
• The genre of the text
• The purpose of the text
• Ask the students how they know.
• Ask the students to identify the key differences between the texts.
• If we are using texts like emails or letters, you can ask students to
write a reply using either a formal or informal style based on their ana-
lysis of the differences.
• You could also ask students to write a similar text using the style of
one of the examples.

Task
• Think about some text types that would be appropriate to use with
your students.
• Try to create some examples for them.

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We all know that songs work really well in the classroom and help
student retain language, but nding the right song for the lan-
guage point you are teaching can be really tricky.
CREATING
SONGS This is what ChatGPT says about the use of songs in the
classroom:

Here are some reasons why we should use songs in the lan-
guage classroom:
1. Familiarity: Many students are likely to be familiar with the
songs, artists, and genres of music used in the classroom. This
can create a sense of comfort and ease in the learning environ-
ment.
2. Vocabulary: Songs often contain a range of vocabulary that
students might not encounter in their textbooks. Learning new
words in context can help students understand their meanings
and use them in real-life situations.

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Creating Songs 3. Pronunciation: Listening to and singing along with songs can help
students improve their pronunciation and develop an ear for the rhythm
and melody of English.
4. Grammar: Song lyrics can also provide examples of grammar struc-
tures and sentence patterns that students can learn and practice.
5. Culture: Music is an integral part of many cultures, and using song
lyrics in the classroom can expose students to different aspects of Eng-
lish-speaking cultures and help them understand the social and histor-
ical contexts of the language.

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Creating Songs WHAT CHATGPT CAN DO

We can use ChatGPT to create song lyrics that include speci c vocab-
ulary or language points, or even to imitate the style of a speci c sing-
er.

Prompt 1 - This prompt creates a song about any topic

Write a song about {topic}

Example: Write a song that includes 6 types of fruit.

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Creating Songs Prompt 2 - This prompt creates a song that includes examples of a
speci c language point.
Write a song and include {language point}

Example: Write a song with 3 examples of present perfect.

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Creating Songs Prompt 3 - This prompt creates a song for a speci c type of stunt on a
speci c topic or language point.
Write a song for {type of student} and include {language point}

Example: Write a song for 5-year-old children that includes the days of
the week

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Creating Songs Prompt 4 - This prompt creates a song in the style of a speci c singer
on a topic of your choice.
Write a song in the style of {singer} about {topic}

Example: Write a song in the style of Alanis Morrisette about chocolate

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Creating Songs Prompt 5 - This prompt creates a song in a speci c genre on your
choice of topic.
Write a {genre} sing about {topic}

Example: Write a rap song about travel.

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Creating Songs HOW WE CAN USE THIS

• We can extract lines and get students to put them back in the correct
place based on sense or rhyming pattern.
• We can ask students to try to sing them to a speci c tune they
already know and like. (They can sing them in their head)
• We can add a tune and chords to them (ChatGPT will suggest
chords) and get the class to sing together.
• We can extract lines or words and get students to create their own
version of the song by adding words to ll the gaps.
• We can ask students to illustrate the songs.
• You could also create songs in the style of the students' favourite
singers and see if they can identify them.

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Creating Songs If you want the song to have a tune that students recognise and know,
you can ask ChatGPT for the lyrics of a speci c song and then ask it to
rewrite the song to make it about a speci c topic. You can then give
students the original lyrics and see if they can make a better version
than ChatGPT.

Prompt - This prompt produces the original lyrics of a song (as long as
it hasn't been written very recently).
Write the lyrics to {name of song}

Example: Write the lyrics to 'Strangers in the Night'

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Creating Songs Follow-up prompt - This prompt converts the lyrics into a song on the
topic of your choice, but still maintains the structure of the original, so it
should t with the original melody.
Change the lyrics of the song to make it about {topic}

Example: Change the lyrics of the song to make it about food.

Here's an example of the song GTP created about food, based on the
lyrics of strangers in the night.

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Creating Songs TASK

• Create a song on a topic that will interest your students.

• Base the song on the lyrics and tune of a song they already know
well.
• Think about how you will use the song with your students.

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Many students believe that if you really want to learn a language,

it helps to have a friend who speaks the language you are trying
to learn.
AN ENGLISH
FRIEND These are some of the bene ts that ChatGPT points out of having
a friend who speaks the language you are trying to learn.

Having a friend who speaks the language you want to learn can
bring numerous bene ts, including:
1. Language Practice: Regular conversation with a friend who
speaks the language can provide ample opportunities to prac-
tice your speaking and listening skills, allowing you to become
more con dent in your ability to use the language in real-life situ-
ations.
2. Cultural Immersion: Friends who speak the language can
also expose you to the culture and customs associated with the
language, allowing you to gain a deeper understanding of the
people who speak it and their way of life.

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An English Friend 3. Pronunciation and Accent Improvement: Having a friend who is a

native speaker can help you improve your pronunciation and accent,
as they can correct you when you make mistakes and teach you how to
say words correctly.
4. Personalised Learning: With a friend as your language partner, you
can receive personalised instruction tailored to your speci c learning
needs, rather than a one-size- ts-all approach often used in classroom
settings.
5. Motivation and Accountability: A language-learning friend can also
provide motivation and accountability, encouraging you to stick to your
learning goals and practice regularly.
6. Social Connection: Learning a language with a friend can make the
experience more enjoyable and social, fostering a sense of community
and friendship while you both work towards a common goal.

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An English Friend WHAT CHATGPT CAN DO

Using a simple prompt can turn ChatGPT into your students' English
friend. Then your students can chat to their English friend and the
ChatGPT friend will reply and engage them in conversation.
Prompt - Use this prompt to create a ChatGPT friend to chat with.
I want you to act as my friend. I will tell you what is happening in my
life, and you will {de ne the kind of support the friend should offer}.
Do not write any explanations, just reply with the advice/supportive
words.

Example: I want you to act as my friend. I will tell you what is happen-
ing in my life, and you will reply with something helpful, supportive and
enthusiastic. Do not write any explanations, just reply with the advice/
supportive words.

Ex-
ample 2: I want you to act as my friend. I will tell you what is happening
in my life, and you will be strict and unsupportive to try to motivate me
to stop being lazy. Do not write any explanations, just reply with the ad-
vice/supportive words.

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An English Friend TASK

• Use a separate new chat and try each of these prompts yourself.
• Experiment with editing the type of support the ChatGPT friend offers.
• Decide which you think would be most useful for your students.
• Think about how this prompt could be edited to be useful to you as a
teacher.

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Using poetry in the classroom can be bene cial for students and
a lot of fun. Short poems can be easy for students to remember
and can help them to learn pronunciation and elements of sen-
USING POETRY tence stress and connected speech.

These are the bene ts that ChatGPT identi es:

1. Vocabulary: Poetry often uses rich and descriptive language,
which can help students expand their vocabulary and improve
their language skills.
2. Pronunciation: Poetry often has a rhythmic and musical qual-
ity that can help students practice their pronunciation and intona-
tion.
3. Cultural understanding: Poetry is often deeply rooted in cul-
ture, and studying poetry from different cultures can help stu-
dents gain a deeper understanding of those cultures.
4. Creativity: Poetry can inspire creativity and imagination, and
can help students express themselves in new and unique ways.

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Using Poetry 5. Critical thinking: Poetry often requires careful analysis and inter-
pretation, which can help students develop critical thinking skills.
6. Motivation: Studying poetry can be a fun and engaging way to learn
English, which can help motivate students to continue learning and im-
proving their language skills.

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Using Poetry WHAT CHATGPT CAN DO

ChatGPT is able to create poems based on your speci c input, such as

themes or lexical sets, very quickly and can create these in the styles
of speci c poets. This is an interesting way to get students looking at
different types of poems and different styles, as well as developing their
language skills.

You can also approach modern themes using the styles of various po-
ets. For example, creating poems about social media, current culture or
news events in the style of William Shakespeare, Bertolt Brecht or Emily
Dickinson.

Prompt 1 - This prompt will produce a poem on the topic you de ne.
Write a poem about {topic}

Example: Write a poem about chocolate.

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Using Poetry Prompt 2 - This prompt will produce a poem based on a speci c group
of words.
Write a poem that includes these words: {add words}

Example: Write a poem that includes these words: apple, orange, ba-
nana, grape, pear, tomato, mango.

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Using Poetry Prompt 3 - This prompt will produce a poem on the topic you de ne in
the style of the poet you choose.
Write a poem about {topic} in the style of {poet}

Example: Write a poem about chocolate in the style of Emily Dicken-

son.

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Using Poetry Prompt 4 - This prompt will produce different types of poems on the
topic you de ne in the style of the poet you choose.
Write a {type of poem} about {topic} in the style of {poet}

Example: Write a haiku about AI in the style of Robert Frost.

Follow-up prompt - This prompt will produce an explanation of how

the poem uses the style of the writer you can use the prompt:
How does this poem demonstrate the style of {poet}

Note: Interestingly, when I used this prompt GPT on a poem in the style
of Emily Dickenson apologised, corrected itself and produced a new
and improved version of the poem!

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Using Poetry EXAMPLE LESSON

Preparation
• Create some poems, in the style of a speci c poet, about different
aspects of modern society and culture.

Procedure
• Ask students what they know about {name of poet?}.
• They can work in groups to share what they know.
• Get them to do some quick online research to nd out something
more about the poet.
• Now ask the students what the poet would think about {modern day
topic(s)}.
• Give the students a poem about the topic(s) in the style of the poet.
• Ask them to read the poem and see whether the poet had a negative
or positive view of the topic.
• Get the students to share their answers and justify from the text.
• Ask the students to try to rewrite the poem, changing the view from
negative to positive or positive to negative.

Follow-up discussion
• Tell the students the poems were created using AI.
• Get students to discuss the issue of creativity, authenticity, etc.
• What is the difference between the creativity of a person and a com-
puter program?
• Can AI have feelings/emotions, sentience?
• How do the poems created by AI compare to those of the authors?
• How can they tell the difference between an AI generated poem and
one by a real poet?

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Using Poetry EXAMPLE LESSON

Preparation
• Create a poem based around a group of words your student have
been learning.
• Ask GPT to create a gap- l activity using the text.

Procedure
• Give the students the gapped text.
• Ask them to try to guess the missing words.
• Read or play a recording of the poem and ask students to check and
ll in the gaps.
• Now ask them to practice saying the text.
• Read through the text again, one line at a time, and get them to try to
copy your intonations.
• Give them a recording of the text and ask them to try to memorise it
for the next lesson.

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Using Poetry TASK

• Think about how you could use a poem to teach your students some
new vocabulary.
• Create an example poem.

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Getting students to do creative writing is a great way for them to

practice using a wide range of language and structures. The
problem with this is that thinking of plots and characters can be
CREATIVE quite complex and requires signi cant creativity and imagination.
WRITING Many students nd this challenging in their rst language, and
more so in a second language.

These are some of the bene ts of doing creative writing that

ChatGPT identi es:

1. Improving writing skills: Creative writing helps students im-

prove their writing skills, including grammar, vocabulary, spelling,
and punctuation. It also helps them learn how to structure sen-
tences and paragraphs, and develop their own writing style.
2. Developing communication skills: Writing is an effective way
for ESL students to develop their communication skills, especially
if they don't feel comfortable speaking English yet. By writing
stories, essays, and other types of creative pieces, students can
practice expressing their ideas and thoughts in English.

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Creative Writing 3. Boosting con dence: Creative writing can boost ESL students' con-
dence and self-esteem, as it provides a platform for them to express
themselves and showcase their abilities. When students see their writ-
ing improve and receive positive feedback, they feel more con dent
and motivated to continue learning English.
4. Cultivating creativity: Creative writing encourages students to think
outside the box and use their imagination. It allows them to express
their thoughts and ideas in a creative and unique way, which helps
them develop their creativity and critical thinking skills.
5. Enhancing cultural awareness: Creative writing can also help ESL
students develop a deeper understanding of English-speaking cul-
tures. By reading and writing about different cultures and perspectives,
they can broaden their knowledge and appreciation of the world
around them.

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Creative Writing WHAT CHATGPT CAN DO

We can get ChatGPT to help them by creating plots and characters to

base their stories on.

Prompt 1 - This prompt produces a plot outline about any topic you or
your students choose.
Create a plot outline for a story about {topic}

Example: Create a plot outline for a story about travelling to the North
Pole.

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Creative Writing Prompt 2 - This prompt produces a plot outline about any topic you or
your students choose and also includes an underlying theme.
Create a plot outline for a story about {topic} include the theme of
{theme}

Example: Create a plot outline for a story about travelling to the North
Pole and include the theme of romance.

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Creative Writing Prompt 3 - This prompt produces a plot outline for a speci c type of
story about any topic you or your students choose.
Create a plot outline for a {type of story} story about {topic}

Example: Create the plot for a children's story about a girl and a wolf.

Follow-up prompt - This prompt creates any number of character out-

lines to go with the story.
Add {number} character outlines for the story plot

Example: Add 4 character outlines for the story plot.

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Creative Writing

Follow-up prompt - This prompt makes the plot outline minimal so that
the students have more space to be creative with the plot.
Simplify the plot outline.

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Creative Writing EXAMPLE LESSON

Preparation
• Decide on the theme of the story and whether you want character
outlines. This will depend on the level of your students and how much
you want them to write.
• Create your plot outline.
• Mix up the events in the plot outline

Procedure
• Give students the mixed up plot outline. Ask them to read it and de-
cide what it is about and how many characters are included in the
story.
• Let the students discuss their answers.
• Ask the students to read again and put the events from the plot of the
story into the correct order. Note: It may be possible that more than
one sequence of events is possible, so be exible with the students.
• Show the students the character outlines and ask them to match them
to the people mentioned in the plot.
• Now ask the students to write the story based on the plot outline. You
can set them a word limit for this.
• When the students have nished, ask them to exchange stories with a
partner and peer review them.
• Ask the students to recommend x number of ways their partner could
improve their story.
• Ask the students to return the story to its author, and then get them to
redraft the stories.

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Creative Writing TASK

• Create a plot outline that you could use with your students.
• Create character pro les to accompany the plot outline.
• Create your own version of the story.
• Write a lesson plan for using this story with your students.

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ChatGPT can act as a storytelling partner for students, and the

student can work with GPT to collaboratively construct a story.
ChatGPT responds to stories told by students by generating text
COLLABORATIVE that continues or expands on the story. The model uses its pre-
STORYTELLING trained knowledge and the patterns it has learned from the data
it was trained on to generate responses that are similar in style
and content to the input text.

By responding to stories told by students, ChatGPT can support

language learning and development by providing students with
opportunities to practice their reading, storytelling skills and build
their vocabulary.

ChatGPT identi es these bene ts of collaborative storytelling with

students:

1. Improving language skills: By participating in collaborative

storytelling, ESL students can practice and improve their lan-
guage skills in a fun and engaging way. They can learn new

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Collaborative vocabulary, expressions, and grammar structures by interacting with

Storytelling other students and listening to their ideas.
2. Building con dence: Collaborative storytelling can help ESL stu-
dents build con dence in their language abilities. By working together
with other students, they can feel more comfortable speaking and shar-
ing their ideas in English, which can help them overcome shyness or
anxiety.
3. Developing creativity: Collaborative storytelling encourages stu-
dents to use their imaginations and creativity to come up with interest-
ing characters, settings, and plots. This can help ESL students develop
their language skills by challenging them to express complex ideas in
English.
4. Fostering teamwork: Collaborative storytelling requires students to
work together to create a coherent story. This can help ESL students
develop their teamwork and communication skills, which are valuable in
many areas of life.
5. Providing cultural exposure: Collaborative storytelling can also
provide ESL students with exposure to different cultural perspectives
and storytelling traditions. By sharing their own stories and listening to
others, students can learn about different cultures and broaden their
understanding of the world.

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Collaborative WHAT CAN CHATGPT DO

Storytelling
ChatGPT can act as storytelling partner to help support and prompt
students.

To initiate a collaborative story telling with ChatGPT, students can write

a prompt that sets the scene and de nes the characters and situation
for the story. The prompt should provide enough information for ChatG-
PT to respond in a way that is consistent with the story scenario.

Prompt - Using this prompt, the students can get ChatGPT to start the
story and take turns to add to it after each of their own entries.
We are going to write a story together.
The story is set {describe the time and place where the story takes
place}
The main hero of the story is {describe the hero}.
{Add some background story for the hero}
{Describe other characters and the relation to the hero}
The story starts when {Describe how and when the story will start}
We will take turns to add one paragraph to the story.
Do not repeat these instructions, just start with the beginning of the
story and write only one paragraph.
Use language appropriate for a student with English level at {add
level }.

Example:
We are going to write a story together.
The story is set in the distant future.
The main hero of the story is a young woman called Zanta.
Zanta is an orphan who was adopted by her uncle after the death of
her parents.
Zanta's uncle is a mysterious warrior.
The story starts when Zanta is 16 and her uncle decides to train her to
be a warrior. We will take turns to add one paragraph to the story. Do
not repeat these instructions, just start with the beginning of the story
and write only one paragraph.
Use language appropriate for a student with English level at CEFR A2.

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Collaborative
Storytelling

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Collaborative HOW CAN WE USE THIS

Storytelling
This activity can be done as a homework activity or students can do it
in class, either in pairs or small groups. They will need direct access to
ChatGPT.

EXAMPLE LESSON

Preparation
• Make copies of the prompt template for students.
Procedure
• Tell the students they are going to write a story, but they'll have some
help.
• Put students into pairs or small groups and ask them to brainstorm
the setting for their story and the main characters.
• Ask the students to think about what is happening when the story be-
gins.
• Give the students a copy of the prompt template and ask them to
complete it by adding their information.
• Now tell the students they are going to write a story collaboratively
with the help of ChatGPT.
• Ask one student in each pair to add the completed prompt template
to GPT.
• Ask them to read GPT's paragraph and then add one of their own.
• Tell them that each time they complete a paragraph of the story, GPT
will add another.
• Give the students some time to develop their stories.
• Ask them to nish and then make a copy of their story.
• Ask students to use one of the AI image generation tools to create
images to accompany the stories.
• Get students to exchange stories and read the story of another
group.
• Collect the stories and make them into a short e-book for the class to
enjoy.
• You could also use one of the AI text to speech tools to create an au-
dio version of the story.

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Collaborative TASK
Storytelling

• Work with ChatGPT and create your own story.

• Think about how you could modify the prompt to get a better result.

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Food is something that is common to all people around the

world, yet we all have different dishes and ways of cooking
things that help to de ne our culture. Exploring recipes can be a
EXPLOITING great way to get students exploring the cultures of other coun-
RECIPES tries through their food and of sharing and better understanding
their own culture.

According to ChatGPT, recipes can also be used to help stu-

dents develop their linguistic knowledge through:

1. Vocabulary building: Recipes contain speci c cooking-re-

lated vocabulary that students can learn and practice. As stu-
dents follow the recipe, they will encounter new words and
phrases related to cooking, food preparation, and ingredients.
2. Grammar practice: Recipes often use imperative sentences,
which are commonly used in cooking instructions. Students can
practice using imperative sentences and learn about sentence
structure, word order, and verb conjugation.

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Exploiting Recipes 3. Cultural immersion: Recipes can also provide insight into the cul-
ture of the language being learned. Students can learn about traditional
dishes and cooking techniques, as well as gain a better understanding
of the cultural signi cance of certain foods.
4. Practical application: Following a recipe requires students to use
the language they have learned in a practical way. This can help build
con dence and pro ciency in using the language in real-life situations.

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Exploiting Recipes WHAT CHATGPT CAN DO

ChatGPT can create recipes for how to cook almost any dish from
around the world.

Prompt 1 - This prompt produces a paragraph about the dish you spe-
cify.
Write a paragraph on how to make {name of dish}.

Example: Write a paragraph about how to make sh and chips.

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Exploiting Recipes Prompt 2 - This prompt produces a list of ingredients and the steps in
the cooking procedure.
Write a text about how to make {name of dish}. List the ingredients
and add a numbered list of steps.

Example: Write a text about how to make Chicken Kyiv. List the in-
gredients and add a numbered list of steps.

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Exploiting Recipes Prompt 3 - Use this prompt to get GPT to produce a recipe based on
your ingredients.
What can I cook if I have {list ingredients}

Example: What can I cook if I have garlic, spinach, beef and mango?

Follow-up prompt - Use this prompt to create a vocabulary list for the
recipe.
Make a list of the {number and type of words} from the recipe and
add de nitions for each one.

Example: Write a list of the ten most dif cult words used in the instruc-
tions and add a de nition for each one.

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Exploiting Recipes HOW WE CAN USE THIS

You can:
• Create some recipes yourself and get students to read and decide
which ones they'd like to try.
• Create a matching activity and get students trying to match ingredi-
ents and cooking instructions to recipes.
• Get students to do their own research and nd a recipe from another
culture that they could cook.
• Rearrange the steps in the cooking procedure and see if students
can put them in the correct order.
• Get the students to brainstorm random ingredients and see which
can get the best suggestion for a recipe from GPT.

EXAMPLE LESSON 1

Preparation
• Use GPT to prepare 3 - 4 short descriptions of how to cook various
dishes.
• Exotic ones that your students may not have tried will work best.

Procedure
• Put the students into groups of 3 - 4 students.
• Give each student in the group a different recipe.
• Ask the students to read their recipes.
• Once they have nished reading, tell the students that they are going
out for dinner and they can try one of the dishes.
• Ask the students to discuss the recipes as and try to convince the
other students that theirs is the one they should try.
• Ate the end of the discussion, ask them to vote for the one of the
dishes (They can't vote for their own).

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Exploiting Recipes EXAMPLE LESSON 2

Preparation
• Ask GPT to produce a recipe.
• Ask GPT to produce a word list for the recipe.
• Ask GPT to create a gap- l activity by extracting the words on the list
from the text.
• Ask GPT to produce an activity matching vocabulary to de nitions.

Procedure
• Show the students the vocabulary matching activity and see if they
can match the word to the de nitions.
• Get them to compare their answers.
• Give the students a copy of the gapped recipe and ask them to put
the words into the correct gaps.
• Check their answers and ensure they are correct.
• Now read the instruction from the recipe and ask the students to
mime creating the dish as you read.

Follow-up
• Ask the students to produce a recipe for a dish from their own culture.

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Exploiting Recipes TASK

• Ask ChatGPT to produce some recipes for some popular dishes from
your country.
• Check the recipes to see if they are accurate.

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Social media has become a signi cant part of our day-to-day

lives and the lives of our students. It's how people keep in con-
tact with each other, get their news, make friends and build rela-
SOCIAL MEDIA tionships. It has also become one of the most regularly used
genres of communication, so using social media and under-
standing how it works and is structured is an essential part of
learning a language.

According to ChatGPT, studying social media can provide our

students with a range of bene ts, such as:

1. Vocabulary: Social media platforms have their own speci c

language and vocabulary, including acronyms, abbreviations,
and emojis. By studying social media, EFL students can learn
new words and expressions, as well as how to use them appro-
priately in context.
2. Communication skills: Social media platforms require users
to communicate with each other effectively, whether through
commenting, messaging, or sharing content. Studying social

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Social Media media can help EFL students improve their communication skills, in-
cluding writing, reading, and comprehension.
3. Cultural understanding: Social media provides a window into dif-
ferent cultures and societies, allowing EFL students to gain a deeper
understanding of how people from other countries and backgrounds
interact online. This can help students develop greater empathy and
sensitivity to cultural differences.
4. Digital literacy: As technology plays an increasingly important role
in our lives, digital literacy has become a necessary skill for success in
today's society. Studying social media can help EFL students become
more pro cient in navigating digital platforms, understanding online
safety, and using technology to communicate effectively.
5. Critical thinking: Social media can be a valuable tool for practising
critical thinking skills, such as evaluating sources of information, ana-
lysing arguments, and recognising bias. EFL students can use social
media as a platform for practising these skills and developing their abil-
ity to think critically and independently.

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Social Media WHAT CHATGPT CAN DO

ChatGPT can easily create social media content to support teachers

and learners, or as example texts for exploration in the classroom.

Prompt 1 - Use this prompt to produce a list of tweets based on the

topic you specify.
Write a series of 10 Tweets {topic}

Examples: Write a series of 10 Tweets with tips to help language

learners develop their vocabulary.

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Social Media Write a series of 10 Tweets about communicative language teaching.

Write a series of 10 Tweets from a social media in uencer trying to sell

a beauty product called 'Face' that reduces ageing.

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Social Media Prompt 2 - Use this prompt to produce a list of Facebook posts based
on the topic you specify
Write a series of 10 Facebook posts about {topic}

Example: Write a series of 10 Facebook posts about the importance of

doing yoga each day.

If you are creating content for use in the classroom, then you can make
the messages look realistic by using one of these tools:
• Fake Facebook Generator: https://simitator.com/generator/facebook
• Fake Twitter Generator: https://simitator.com/generator/twitter

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Social Media HOW WE CAN USE THIS

You can:
• Create reading comprehension exercises
• Use a series of tweets to help students analysis of style, target audi-
ence, purpose and writer persona.
• Use the posting as a model for student writing activities.

If you're teaching online, and you want to attract students, then getting
a stock of useful media posts can save you a lot of time. Once you
have created them, you can add some personal touches and then
schedule them in your platform of choice.
If you are supporting teachers through social media, you can rapidly
create messages that will be informative for them.

You can also easily add visuals to these messages using tools like ht-
tps://pablo.buffer.com/. This enables you to choose an image to paste
your message onto before posting it to social media (Tip: Include the
message as text as well as the image).

Note: Pablo was designed by and works with a tool called Buffer:
https://buffer.com/ Buffer is a social media scheduling tool, and it en-
ables you to upload a series of messages and schedule them at vari-
ous times through the day. The site has a very useful free subscription.

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Social Media EXAMPLE LESSON

Procedure
• Give students the series of postings and ask them to read and identi-
fy:
• Who wrote the text (the persona of the writer)
• The purpose of the text
• The target audience of the text.
• Ask students to identify any stylistic characteristics of the text (e.g.
length, use of hashtags, short direct tone and messaging)
• Ask students to think about how the texts could be improved to make
them more impactful (e.g. more personalised/human tome, more per-
suasive language)
• Give students a factual text (this could be one from their course book
or one you have already studied in class) and ask them to formulate
the key points from it into 10 social media messages.
• Get students to compare their messages and key points to see if they
are similar.

Follow-up
• You can also ask ChatGPT to formulate the text into postings too, and
they can compare with the ChatGPT version to see who did a better
job.

You can use this prompt - Write a series of 10 tweets which include
the key point from the blog post I enter.

ChatGPT will then ask you for the text.

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Social Media TASK

• Below is a series of texts ChatGPT created based on a blog post I

wrote. Read the original post and see how well you think the ten
tweets summarise the content.
• You can see the original post here: 10 Ways to start a lesson without
telling students what they are going to learn

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Studying the literature of the language you are learning can be

really motivating and enlightening, but for many language stu-
dents it can also be very challenging. Getting through even one
STUDYING book in the language you are learning can take a long time and
LITERATURE require quite a high language level.

These are some of the bene ts that ChatGPT identi es:

1. Improving language pro ciency: Reading literature in the

target language can help improve your vocabulary, grammar,
and comprehension skills. You will be exposed to a wide range of
vocabulary and sentence structures, which will help you to better
understand and use the language.
2. Understanding cultural nuances: Literature is often a re ec-
tion of the culture in which it was created. By reading literature in
the target language, you can gain a deeper understanding of the
culture, including its values, beliefs, and customs.
3. Enhancing critical thinking skills: Literature often deals with
complex themes and ideas, which can help you develop your

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Studying Literature critical thinking and analytical skills. You will learn how to analyse and
interpret texts, identify themes and motifs, and make connections
between different works.
4. Experiencing the language in a new way: Reading literature in the
target language can be a rewarding and enjoyable experience. It al-
lows you to experience the language in a new way and appreciate the
beauty and complexity of the written word.
5. Building cultural competency: By studying literature in the target
language, you can gain a deeper understanding and appreciation of
the culture. This can help you build cultural competency, which is be-
coming increasingly important in our globalised world.

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Studying Literature WHAT CHATGPT CAN DO

ChatGPT is very good at providing summaries of books. This may not

be the same as studying the original book itself, it can help give stu-
dents a better understanding of the context and underlying themes and
characters in the book before they start to read.

ChatGPT can also research different aspects of a book, such as:

• Historical context of the book
• Key themes and motifs
• Character analysis
• Literary techniques used by the author
• Cultural and societal implications of the book
• Critical reception of the book
• Comparison with other works by the same author or in the same
genre
• In uence of the book on other works or on popular culture.

Prompt 1 - Use this prompt to get a summary of any book you suggest.
Please provide a summary of a book I specify.
Ask clarifying questions before providing a summary, to ensure a bet-
ter understanding of the request.
Ask how in depth I'd like the summary to be, give me some options to
choose from brief overview, chapter summary, deep concept sum-
mary.
Format your summaries using bullet points for key ideas and ease of
understanding.
Highlight key concepts for my further exploration.
After you have nished providing a summary, offer more information
about the books topics that you can provide.
Give me a list of topics you can give more depth to.
The rst book is {name of book} by {author}

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Studying Literature Example:

Please provide a summary of a book I specify.
Ask clarifying questions before providing a summary, to ensure a better
understanding of the request.
Ask how in depth I'd like the summary to be, give me some options to
choose from brief overview, chapter summary, deep concept summary.
Format your summaries using bullet points for key ideas and ease of
understanding.
Highlight key concepts for my further exploration.
After you have nished providing a summary, offer more information
about the book's topics that you can provide.
Give me a list of topics you can give more depth to.
The rst book is The English Patient by Michael Ondaatje

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Studying Literature Prompt 2 - Use this prompt to get more information about a speci c
aspect of the book.
Tell me more about {an aspect of the book}

Example: Tell me more about the different characters from the book.

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Studying Literature You can also ask ChatGPT to compare and contrast two books. In this
example, I asked it to compare and contrast The English Patient by Mi-
chael Ondaatje with Love in a Time of Cholera by Gabriel García Már-
quez.

Prompt 3 - Use this prompt to produce a list of comparisons and con-

trasting ideas from two books.
Compare and contrast { rst book} with {second book}.

Example: Compare and contrast The English Patient by Michael

Ondaatje with Love in a Time of Cholera by Gabriel García Márquez.

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Studying Literature I also asked ChatGPT to create a story that included element of both
books.

Prompt 4 - Use this prompt to create a story that combines the plot
from two different books.
Write a short story that combines elements from { rst book} with
{second book}.

Example: Write a short story that combines elements from The English
Patient by Michael Ondaatje with Love in a Time of Cholera by Gabriel
García Márquez.

This is what it produced.

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Studying Literature HOW WE CAN USE THIS

• Choose a book that you want your students to read, and get them to
create a summary and research different aspects of the book before
they read it.
• Use the summaries and reading activities with comprehension ques-
tions.
• Give the students a number of summaries and ask them, to decide
which book, they would most like to read.
• Ask the students to manually produce a similar summary for a book
they have read.
• Create a new story that combines two well known books. Edit out the
names of the characters, then ask the students to read and try to
guess which two books were combined.

Note: You can use these summaries as a tool for your own academic
research to nd out more about books that you don't have time to
read from end to end.

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Studying Literature TASK

• Use the summarising prompts to get a summary of a book on English

language teaching.
• Evaluate the summary to see how informative and useful it is.

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Emojis have become a common accompaniment to modern writ-

ten communication genre such as text messaging.

CREATING EMOJI Here are some of the reasons ChatGPT suggested for using
TEXTS them in language learning.

Using emojis in language teaching can have several bene ts:

1. Visual Representation: Emojis are a great way to visually rep-
resent vocabulary words or phrases in a language. They can
help students remember words and phrases more easily by
providing a visual representation that they can associate with the
word.
2. Engagement: Emojis are a fun and engaging way to learn a
language. They can make language learning more interactive
and enjoyable, which can help students stay motivated and en-
gaged.
3. Authentic Communication: Emojis are commonly used in in-
formal written communication such as text messages, social me-
dia, and emails. By incorporating emojis into language teaching,

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Creating Emoji Texts students can learn how to use them appropriately and effectively in au-
thentic communication.
4. Multimodal Learning: Emojis allow for multimodal learning, which
means that students can learn through different modes such as visual,
auditory, and kinesthetic. This can help students with different learning
styles better understand and retain information.

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Creating Emoji Texts WHAT CHATGPT CAN DO

ChatGPT is able to transcribe text into emojis in seconds.

Prompt - Use this prompt to turn ChatGPT into a text to emoji tran-
scriber.
I want you to translate the sentences I write into emojis. I will write the
sentence, and you will express it with emojis. I just want you to ex-
press it with emojis. I don’t want you to reply with anything but emojis.
My rst sentence is {"First sentence"}

Example: I want you to translate the sentences I write into emojis. I will
write the sentence, and you will express it with emojis. I just want you to
express it with emojis. I don’t want you to reply with anything but emo-
jis. My rst sentence is "Hello, what is your profession?"
Adapted from: https://beebom.com/best-chatgpt-prompts/

This is what ChatGPT produced.

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Creating Emoji Texts I also tried converting the beginning of a story into emojis.

Once you have the emojis, you can easily cut and paste them into a
document, either with or without the text.

HOW WE CAN USE THIS

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Creating Emoji Texts

• Get students to create emoji versions of example sentences they are
using when they record new vocabulary.
• Get the student to transcribe a story from emojis into their own words.
• Create emoji versions of dialogue to help students remember them.
• Create emoji versions of poems for students to learn.

EXAMPLE LESSON

Preparation
• Choose two well known folk stories or fables.
• Convert the text of each into emojis
• Mix the lines from the two stories together.

Procedure
• Give the students the worksheet with the two stories.
• Ask the student to look at the emojis and see if they can guess what
the two stories are.
• Give the students the titles of the stories and ask them to group the
lines of emojis under the correct title.
• Put the students into pairs and give each pair one of the stories.
• Ask the students to look at the emojis and try to transcribe the lines of
the story into English.
• Once they have nished, ask them to re-pair with a student who had
a different story.
• Ask them to tell each other the stories.
• Get the students to compare their version of the story with the one
you originally transcribed.

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Creating Emoji Texts TASK

• Think about how you could use emojis with your students.
• Prepare a lesson for your students, then teach and evaluate the les-
son.

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During our lives, we will inevitably face a number of interview

situations. For most people, these are pretty important but stress-
ful situations. For our students, having to do these in a second
JOB INTERVIEWS language is so much more demanding. ChatGPT can help our
& APPLICATIONS students by becoming an interviewer and giving them the oppor-
tunity to spontaneously answer questions.

Here are some of the reasons ChatGPT suggests for doing this:

1. Conversational practice: ChatGPT can provide a conversa-

tional practice environment that simulates real-life interviews. ESL
students can practice their listening and speaking skills in a low-
pressure environment, helping them gain con dence in their abil-
ities.
2. Accurate language model: As a large language model,
ChatGPT is trained on a vast amount of English language data,
making it an accurate source for language practice. It can help
ESL students learn new vocabulary, phrases, and sentence
structures, and provide feedback on their language usage.

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Job Interviews & 3. Instant feedback: ChatGPT can provide instant feedback to ESL
Applications students, allowing them to correct mistakes and improve their language
skills in real-time. This is especially helpful for interview practice, as it
can help students identify and correct common interview mistakes,
such as using the wrong tense or mispronouncing words.
4. Flexible schedule: Using ChatGPT for interview practice is a exible
option for ESL students, as they can practice at any time that suits their
schedule. This allows them to practice as often as they need to, without
the constraints of scheduling and availability.

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Job Interviews & WHAT CHATGPT CAN DO

Applications
Prompt 1 - Use this prompt to get ChatGPT to take on the role of inter-
viewer and interact with students by asking them questions about a
speci c role.
Act as an interviewer. I will be the candidate, and you will ask me the
interview questions for the {job title}. I want you to only reply as the
interviewer. Do not write all the conservation at once. I want you to
only do the interview with me. Ask me the questions and wait for my
answers. Do not write explanations. Ask me the questions one by one
like an interviewer does and wait for my answers. My rst sentence is
"Hi"

Example: Act as an interviewer. I will be the candidate, and you will

ask me the interview questions for the ESL teaching position. I want you
to only reply as the interviewer. Do not write all the conservation at
once. I want you to only do the interview with me. Ask me the questions
and wait for my answers. Do not write explanations. Ask me the ques-
tions one by one like an interviewer does and wait for my answers. My
rst sentence is "Hi"

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Job Interviews & Prompt 2 - Use this prompt to get ChatGPT to produce a list of ques-
Applications tions for students to answer, and then evaluate and give feedback on
each answer.
Hello, ChatGPT. Can you please help me practice for a job interview?
I'm applying for {job title} and would like to practice answering some
common interview questions. Could you ask me a few questions and
give me feedback on my answers?

Example: Hello, ChatGPT. Can you please help me practice for a job
interview? I'm applying for the ESL Teaching position and would like to
practice answering some common interview questions. Could you ask
me a few questions and give me feedback on my answers?

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Job Interviews & Example feedback on one of my answers.

Applications

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Job Interviews & Prompt 3 - Use this prompt to get ChatGPT to produce a job descrip-
Applications tion for any job you specify
Please write a job description for the role of {position}.

Example: Please write a job description for the role of ESL teacher.

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Job Interviews & Prompt 4 - Use this prompt to get ChatGPT to create an example letter
Applications of application.
Write a letter of application for {post or position}.

Example: Write a letter of application for the post of ESL Teacher.

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Job Interviews & HOW WE CAN USE THIS

Applications
• Give the students interview positions to role-play with ChatGPT (this
could include applying to a college).
• Get students to brainstorm possible interview questions and compare
with ChatGPT.
• Get ChatGPT to evaluate students' answers to interview questions.
• Ask students to write a letter of application and compare to the one
produced by ChatGPT.
• Ask students to adapt a ChatGPT letter of application for use with a
different job.

EXAMPLE LESSON

Preparation
• Create a job description for {position}
• Ask ChatGPT to create a list of interview questions for the job.

Procedure
• Tell students they are applying for a job as {position}.
• Show the students the job description and ask them to think about
questions they may be asked at the interview.
• Ask students to prepare some questions, then get them to compare
with the list of questions suggested by ChatGPT.
• Ask students to work in small groups and draft possible answers to
the questions.
• Ask the students to exchange answers with a different group and
evaluate the answers.
• Get the students to exchange their evaluation of the answers, and
then use their peers' feedback to make improvements to their an-
swers.
• Input the answers to ChatGPT and get ChatGPT's feedback.
• If students have individual access, you can now get them to role-play
an interview with ChatGPT as the interviewer. You could ask them to
do this for homework or in the next lesson to see how much informa-
tion they have retained.

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Job Interviews & TASKS

Applications
• Set up ChatGPT to interview you for your own job and see how easy
you nd it to answer the questions.
• Ask Chat CPT to create a job description for your job and see how
closely it matches what you actually do.

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Much of the grammar teaching we do is related to verb tenses

and how they indicate time. We can use ChatGPT to create text
for activities that make exploring and referring to different times
TIME TRAVEL more engaging.

According to ChatGPT, studying historical places can have the

following bene ts for our students:
1. Improving language skills: Studying the history of different
places can help ESL students improve their language skills by
exposing them to new vocabulary, idioms, and expressions. It
can also help them practice reading, writing, listening, and
speaking in English.
2. Developing cultural awareness: Learning about the history
of different places can help ESL students develop cultural
awareness and understanding. They can learn about different
customs, traditions, beliefs, and values, which can help them
communicate better with people from different cultures.
3. Building critical thinking skills: Studying history can help
ESL students develop critical thinking skills by analysing and in-

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Time Travel terpreting information, evaluating different perspectives, and making

connections between different events and ideas.
4. Enhancing academic skills: Studying history can also help ESL
students enhance their academic skills, such as research, writing, and
presentation skills. They can learn how to conduct research, organise
and analyse information, and communicate their ndings effectively.
5. Enriching personal growth: Finally, studying history can enrich the
personal growth of ESL students by broadening their perspectives and
understanding of the world around them. They can develop a sense of
curiosity, empathy, and appreciation for different cultures and societies.

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Time Travel WHAT CHATGPT CAN DO

You can easily get ChatGPT to act as a time machine to explore places
in the future or the past (It struggles a little more with the future).

Prompt 1 - Use this prompt to get ChatGPT to provide you with some
travel information about any time or place in either the future or past.
Act as my time travel guide. I will provide you with the historical peri-
od or future time I want to visit and you will suggest the best events,
sights, or people to meet. Do not write explanations, simply provide
suggestions and any necessary information. My rst request is "I want
to visit {place} in {time}"

Example: Act as my time travel guide. I will provide you with the histor-
ical period or future time I want to visit, and you will suggest the best
events, sights, or people to meet. Do not write explanations, simply
provide suggestions and any necessary information. My rst request is,
"I want to visit London in the Renaissance period"

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Time Travel Prompt 2 - Use this prompt to get ChatGPT to provide you with a rst
person description of a speci c place in the future or past.
Act as a traveller and describe {Place} during {Time}. Do not write an
explanations, simply provide the description using rst person, e.g. "I
saw ..", "I could hear ...", "I could smell ..."

Example: Act as a traveller and describe St. Paul's Cathedral during

the Renaissance period. Do not write any explanations, simply provide
the description using rst person e.g. "I saw …", "I could hear ...", "I
could smell ..."

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Time Travel Example: Act as a traveller and describe London in the 60s. Do not
write any explanations, simply provide the description using rst per-
son, e.g." I saw …", "I could hear ...", "I could smell ..."

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Time Travel Prompt 3 - Use this prompt to get ChatGPT to create either a dystopi-
an/utopian description of a speci c place in the future.
Act as a traveller and describe {dystopian/utopian} view of {Place}
during {Time}. Do not write an explanation, simply provide the de-
scription using rst person e.g. " I saw ..", "I could hear ...", "I could
smell ..."

Example: Act as a time traveller and describe a dystopian view of

London during 2050. Do not write an explanation, simply provide the
description using rst person, e.g." I saw …", "I could hear ...", "I could
smell ..."

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Time Travel Prompt 4 - Use this prompt to get ChatGPT to become a speci c char-
acter from history or the future and to answer your questions.
Act as {Person from history or the future} and answer my questions.

Example: Act as William Shakespeare and answer my questions.

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Time Travel HOW WE CAN USE THIS

• Get students to use the prompts to research a particular time and

place (could be their own choice) and to prepare a report/presenta-
tion.
• Ask students to interview one of their favourite characters from history
and share what they discover.
• Get students to use one of the time traveller's descriptions as a model
to create their own about another place.
• Create a dystopian/utopian description of a place in the future and
ask the students to explain the causes/what happened/why it will
happen.
• Use a trip to a speci c time in the future to practice future perfect
tenses (e.g. By 2050, people will have been replaced by robots, etc).
• Help students research the background to any historical books they
are reading.

EXAMPLE LESSON

Preparation
• Ask ChatGPT to describe a speci c place in the future and make
copies of the description. Note: This can be a dystopian or utopian
description. (e.g. Act as a time traveller and describe dystopian view
of London during 2060. Do not write an explanation, simply provide
the description using rst person, e.g." I saw …", "I could hear ...", "I
could smell ...")

Procedure
• Ask students to think about what {place} will be like in {time}.
• Get the students to work together and make predictions.
• Give students the description prepared by ChatGPT and ask them to
check to see if their predictions are correct.
• Get some feedback and check their understanding.

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Time Travel • Now ask students to make statements about the future using the pre-
dictions. Tell them the statements should start "By {time in the
future}....
• Get students to compare their statements and then give them some
feedback.
• Tell the students they are going to interview a person from the future.
Ask them to nd out what happened and what it is like living in the fu-
ture.
• Either give students a copy of the prompt to work with ChatGPT on
their own device, or elicit their questions and use a data projector to
show the answers.
• Get students to summarise what they have learned about the future.

EXAMPLE SELF STUDY TASK

Procedure
• Give students copies of the prompt templates they require.
• Ask the students to choose a time and place they would like to visit.
• Ask them to Get ChatGPT to provide some suggestions for what to
see and who to meet.
• Ask them to choose one place and get a description of it.
• Ask them to interview a person from that time and place to nd out
more.
• Ask the students to prepare an oral presentation about what they dis-
covered.
• They could also use an AI image generation tool to illustrate their talk.

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Time Travel TASK

• Think of some times and place you would like to visit and get ChatG-
PT to describe them for you.
• Interview someone who interests you from the past.

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CHATGPT IN THE
STAFROOM
In this chapter of the course you’ll be looking at
how ChatGPT can be used to help with your own
professional development and with carrying out
some of your professional duties such as lesson
planning and language and methodology re-
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SMART Plans and SMART Goals are great tools for teacher de-
velopment and for helping more mature students. Having clearly
de ned goals that are SMART can really help to motivate stu-
SMART PLANS dents and give them a sense of progress and achievement.

Here's an explanation from ChatGPT of what a SMART plan is.

A SMART plan is a goal-setting framework that helps individuals
or organisations to set clear, achievable, and measurable object-
ives. The acronym SMART stands for:

1. Speci c: The goal should be clearly de ned and speci c. It

should answer the questions of who, what, where, when, and
why.
2. Measurable: The goal should be measurable so that you can
track your progress and determine when you have achieved it.
3. Achievable: The goal should be realistic and achievable with-
in the given timeframe and available resources.
4. Relevant: The goal should be relevant to your personal or or-
ganisational needs and aligned with your values and priorities.

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SMART Plans 5. Time-bound: The goal should have a speci c timeframe or deadline
by which it should be achieved.

By using this framework, you can create a well-de ned plan that helps
you to focus your efforts, stay motivated, and measure your progress
towards your objectives.

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SMART Plans WHAT CHATGPT CAN DO

Using ChatGPT, you can quickly design SMART goals for yourself or for
training other teachers or staff.

Prompt - Use this prompt to create a SMART plan for a speci c goal.
Write a SMART plan to help {type of person} improve {a speci c are
of your teaching practice you think needs attention}. Add some action
steps.

Example: Write a SMART plan to help a language teacher improve

their teaching of listening skills. Add some action steps.

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SMART Plans HOW WE CAN USE THIS

• You can create SMART plans for more mature students.

• You can create example plans and get trainee teachers to improve
them.
• You can ask ChatGPT to evaluate your SMART plan and suggest
ways to improve it.

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SMART Plans TASK

• Look at the example plan below.

• How effective do you think it will be?
• Think about follow-up prompts you could use to encourage GPT to
improve the plan.
• Make a plan for yourself and try to follow it.

Example: Write a SMART plan to help a teacher write better ChatGPT

prompts. Add some action steps.

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Study plans can be a great tool for helping students to see

whether they are making progress and providing a road map to
STUDY PLANS their goals.
Here are some of the bene ts ChatGPT suggests.
Students can bene t from study plans in several ways:
1. Organized learning: Study plans help students to organize
their learning by breaking down the subject matter into manage-
able chunks. This helps to reduce overwhelm and create a clear
path forward.
2. Time management: Study plans help students to manage
their time effectively by setting speci c goals and deadlines. This
ensures that they cover all the necessary material within the giv-
en timeframe.
3. Improved focus: Study plans help students to stay focused
on their goals and avoid distractions. They provide a roadmap for
what needs to be done and when, which helps to maintain mo-
tivation.

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Study Plans 4. Better retention: Study plans help students to retain information bet-
ter by providing a structured approach to learning. This allows students
to revisit the material multiple times and reinforce their understanding.
5. Improved grades: Study plans help students to achieve better
grades by ensuring that they cover all the necessary material and are
well-prepared for exams.
Overall, study plans can be an effective tool for students to improve
their learning outcomes and achieve academic success.

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Study Plans WHAT CHATGPT CAN DO

ChatGPT can help outline a study plan for you or your students. Study
plans can help to set goals for students and give them something con-
crete to aim for. ChatGTP will also provide a schedule for the study
plan.
Most of the study plans it suggests are thin on detail, but once the
study plan has been produced you can ask GTP to add more detail to
the suggestions, and you can edit them yourself to improve the study
plans.

Prompt - This prompt will create a study plan with a schedule to help
students achieve the goals of the plan.
I am {de ne yourself} and my goal is to {outline goal} in {period of
time}. Please create a study plan and schedule.

EXAMPLE STUDY PLAN

Example: I am a language learner and my goal is to learn 30 new word

in the next two weeks. Please create a study plan and schedule.

I can help you create a study plan to learn 30 new words in the next
two weeks. Here's a step-by-step guide to help you achieve your goal:

1. Make a list of the 30 words you want to learn: First, create a list of the
30 words you want to learn. You can choose words from a speci c top-
ic, or choose words that you encounter frequently in your daily life.

2. Break the list into smaller groups: Divide the list into smaller groups
of 5 or 10 words. This will make it easier to study and memorize.

3. Study a group of words each day: Set aside time each day to study a
group of words. Read each word, its de nition, and try to use it in a
sentence. You can also listen to how the word is pronounced to help
you remember it better.

4. Use ashcards: Flashcards are a great tool for memorization. Write

the word on one side of the card and its de nition on the other side.
Test yourself regularly by looking at the word and trying to remember its
meaning.

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Study Plans 5. Use the words in context: To help remember the words, try to use
them in sentences or in conversation with others. This will help you re-
member how to use the word in the correct context.

6. Review regularly: It's important to review the words regularly to keep

them fresh in your memory. Set aside time each week to review the
words you've learned so far.

7. Practice writing: Writing is a great way to reinforce what you've

learned. Write sentences using the new words, or keep a journal to
practice using them in different contexts.

SCHEDULE
Week 1:
Day 1: Create a list of 30 new words you want to learn and divide them
into three groups of 10 words each.
Day 2-4: Study the rst group of 10 words. Read each word, its de ni-
tion, and try to use it in a sentence. Use ashcards to help with memor-
ization.
Day 5: Take a break from studying new words and review the words
you learned during the week.
Day 6-8: Study the second group of 10 words. Follow the same pro-
cess as before.
Day 9: Review all 20 words you have learned so far.
Day 10-12: Study the third group of 10 words. Use the same study
techniques as before.
Day 13: Take a break from studying new words and review all 30 words
you have learned so far.
Day 14: Use the words in context by writing sentences or a short para-
graph using as many of the new words as possible.

Week 2:
Day 15-17: Review the rst group of 10 words and practice using them
in different contexts.
Day 18: Take a break from studying new words and review all 30 words
you have learned so far.

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Study Plans Day 19-21: Review the second group of 10 words and practice using
them in different contexts.
Day 22: Take a break from studying new words and review all 30 words
you have learned so far.
Day 23-25: Review the third group of 10 words and practice using
them in different contexts.
Day 26: Take a break from studying new words and review all 30 words
you have learned so far.
Day 27-28: Use the words in context by writing a short essay or story
using as many of the new words as possible.
Day 29-30: Review all 30 words you have learned so far and practice
using them in different contexts.
By following this schedule, you should be able to learn 30 new words in
two weeks. However, feel free to adjust the schedule to t your personal
preferences and study habits.

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Study Plans EXAMPLE STUDY PLAN 2

Example Prompt: I am a language learner and my goal is to move

from CEFR A2 to B1 in 6 months. Please create a study plan and
schedule.

Moving from CEFR A2 to B1 is a signi cant jump, but it's de nitely

achievable with consistent effort and dedication. Here is a study plan
and schedule that can help you reach your goal in six months:

Study Plan:
1. Focus on improving your reading, writing, speaking, and listening
skills. You need to work on all aspects of the language to make pro-
gress.
2. Use authentic materials such as news articles, podcasts, and TV
shows to practice your listening and reading skills.
3. Work on your grammar and vocabulary regularly. Try to learn at least
10 new words every day and practice using them in context.
4. Practice speaking with native speakers or language exchange part-
ners to improve your uency and accuracy.
5. Join a language course or hire a tutor to get feedback on your pro-
gress and to get personalized guidance on areas that need improve-
ment.

Study Schedule:
Week 1-4:
1. Read news articles or other authentic materials for 30 minutes each
day.
2. Learn at least 10 new words every day and practice using them in
context.
3. Write short paragraphs or essays using the new vocabulary and
grammar structures.
4. Watch TV shows or movies with English subtitles to improve your
listening skills.

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Study Plans 5. Practice speaking with a language exchange partner or tutor for 30
minutes each day.
6. Join an English course or hire a tutor for 2-3 hours per week to get
feedback on your progress.
Week 5-8:
1. Continue reading and writing daily.
2. Start listening to English podcasts or audiobooks to improve your
listening skills.
3. Focus on improving your grammar skills by studying speci c gram-
mar rules.
4. Work on your pronunciation by practising tongue twisters or reading
aloud.
5. Practice speaking with a language exchange partner or tutor for
30-60 minutes each day.
6. Join an English course or hire a tutor for 2-3 hours per week to get
feedback on your progress.
Week 9-12:
1. Read longer texts such as novels or academic articles.
2. Continue practicing grammar and vocabulary regularly.
3. Improve your writing skills by focusing on sentence structure, para-
graph organization, and coherence.
4. Listen to English radio shows or podcasts without subtitles to im-
prove your listening skills.
5. Practice speaking with a language exchange partner or tutor for 60
minutes each day.
6. Join an English course or hire a tutor for 2-3 hours per week to get
feedback on your progress.
Week 13-16:
1. Start reading academic texts in your eld of interest to improve your
reading skills.
2. Practice writing longer essays or reports using appropriate academ-
ic language and style.
3. Focus on improving your listening skills by watching academic lec-
tures or debates.

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Study Plans 4. Practice speaking with a language exchange partner or tutor for 60
minutes each day.
5. Join an English course or hire a tutor for 2-3 hours per week to get
feedback on your progress.
Week 17-20:
1. Continue reading and writing academic texts.
2. Practice summarizing academic texts or taking notes while listening
to lectures.
3. Practice presenting academic topics or participating in academic
discussions.
4. Practice speaking with a language exchange partner or tutor for 60
minutes each day.
5. Join an English course or hire a tutor for 2-3 hours per week to get
feedback on your progress.

By following this study plan and schedule, you can improve your Eng-
lish skills and move from CEFR A2 to B1 in six months. Remember to
stay consistent, motivated, and open to feedback to make the most
progress.

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Study Plans TASK

• Evaluate these two study plans. How realistic you think they are?
• Think about follow-up prompts that could be used to improve them.
• Create your own study plan and try to implement it.

Note: You may have noticed in the rst study plan that ChatGPT isn't so
good at maths.

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ChatGPT is great for analysing grammar and for getting grammar

information. There are lots of prompts you can use to extract
whatever you need from analysis to examples and even teaching
GRAMMAR & materials.
CHATGPT
I asked ChatGPT what it could do to help teachers. This was its
reply:

As an AI language model, I can assist teachers with grammar in

several ways:
1. Grammar correction: I can help teachers correct grammatical
errors in their written or spoken communication. Teachers can
send me their text or speech, and I can provide suggestions for
improvements in areas such as sentence structure, verb tense,
subject-verb agreement, and punctuation.
2. Grammar exercises: I can generate grammar exercises for
teachers to use in their lessons or for students to practice on
their own. These exercises can cover various grammar topics,
including parts of speech, sentence structure, and punctuation.

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Grammar & ChatGPT Teachers can also customise the exercises based on the speci c
needs and abilities of their students.
3. Grammar explanations: I can provide clear and concise explana-
tions of grammar rules and concepts. Teachers can use these explana-
tions to help their students understand the rules and apply them cor-
rectly in their writing and speaking.
4. Feedback on student work: Teachers can use me to provide feed-
back on their students' written assignments. By sending me the text, I
can identify and highlight any grammatical errors, and provide sug-
gestions for improvement. This can save teachers time and provide
more targeted feedback to their students.

Overall, I can assist teachers with grammar by providing a range of

tools and resources that can help them improve their own grammar
skills and effectively teach grammar to their students.

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Grammar & ChatGPT WHAT CHATGPT CAN DO

To see how we can use this. Here is a conversation I had with ChatGPT.
I've included the example prompts and images of ChatGPT's re-
sponses.

Prompt - Use this prompt to create a table of information about a

grammar point or points.
Create a table with {grammar point or verb tense}.

Example: Create a table with the common verb tenses of English.

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Grammar & ChatGPT Prompt - Use this prompt to get an explanation of the various uses of a
grammar point.
What are the different uses of {grammar point or verb tense}?

Example: What are the different uses of present perfect?

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Grammar & ChatGPT Prompt - Use this prompt to get examples of speci c grammar points
in use.
Write {number} examples of {grammar point or verb tense} used to
describe {speci c use of verb tense or grammar point}

Example: Write three examples of present perfect simple used to de-

scribe an action that started in the past and is still ongoing in the
present.

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Grammar & ChatGPT Prompt - Use this to create an example text to use with students.
Create a {type of text} text that includes {grammar point or verb
tense}.

Example: Create a biographical text that includes a mixture of different

present perfect sentences.

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Grammar & ChatGPT Prompt - Use this prompt to get an analysis of how the grammar point
is used in the text.
Write an analysis of all the {grammar point or verb tense} examples
used in the text.

Example: Write an analysis of all the present perfect examples used in

the text.

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Grammar & ChatGPT Prompt - Use this prompt to create an activity based on the text.
Create an activity for the text that checks students' understanding of
{grammar point or verb tense}.

Example: Create an activity for the text that checks students' under-
standing of the present perfect tense.

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Grammar & ChatGPT Prompt - Use this prompt to create a matching activity with example
sentences and uses.
Create a matching activity with examples of {grammar point or verb
tense} and the different uses.

Example: Create a matching activity with examples of present perfect

and the different uses.

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Grammar & ChatGPT ChatGPT also produced this explanation.

Prompt - Use this prompt to point out any errors.

{Point out any errors}.

Example: Example 7 isn't a very good example, as playing the piano is

a continuous action.

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Grammar & ChatGPT

Prompt - Use this prompt to get a corrected version of the activity.
Please recreate the matching activity with accurate examples.

Example: Please recreate the matching activity with accurate ex-

amples.

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Grammar & ChatGPT And new explanation.

Prompt - Use this prompt to get examples of scenarios when the

grammar point might be used.
Write a list of real life scenarios when someone would use {grammar
point or verb tense}.

Example: Write a list of real life scenarios when someone would use
the present perfect tense.

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Grammar & ChatGPT Prompt - Use this prompt to create an interactive conversation with
ChatGPT acting as a grammar teacher.
Act as a grammar teacher and ask me questions about {grammar
point or verb tense}. Ask one question and wait for my answer before
asking the next question.

Example: Act as a grammar teacher and ask me questions about the

present perfect tense. Ask one question and wait for my answer before
asking the next question.

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Grammar & ChatGPT TASK

• Read through the conversation and evaluate the quality of ChatGPT's

responses.
• Have a parallel conversation with ChatGPT about a different grammar
point.
• Think about how you could use these prompts and the information
produced in your own practice.
• How useful would it be for students to have a similar conversation?

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VOCABULARY &
ChatGPT can help us access a vast range of knowledge related
to the teaching of vocabulary. We can access this knowledge
CHATGPT simply by asking questions.

I asked ChatGPT what it could do to help teachers with teaching

vocabulary. This was its reply:

As an AI language model, I can provide ESL teachers with a

variety of resources and techniques to help teach vocabulary ef-
fectively. Here are some ways in which I can assist ESL teachers:
1. Provide Vocabulary Lists: I can provide ESL teachers with
vocabulary lists based on different themes, levels, and subject
areas. Teachers can use these lists to create word games,
quizzes, and other activities to engage their students.
2. Contextualize Vocabulary: I can help ESL teachers contextu-
alize vocabulary by providing example sentences and phrases to

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Vocabulary & ChatGPT show how words are used in different contexts. This can help students
understand the meaning and usage of words more clearly.
3. Provide Visuals: I can provide ESL teachers with images, videos,
and other visual aids that can help students learn new vocabulary. This
can be particularly helpful for students who are visual learners.
4. Provide Tips and Strategies: I can provide ESL teachers with tips
and strategies for teaching vocabulary, such as using mnemonic
devices, using word maps, and encouraging students to use new
vocabulary in their own writing and speaking.
5. Personalise Learning: I can help ESL teachers personalise learning
by providing individualised vocabulary lists and exercises based on
each student's needs and learning style.
Overall, as an AI language model, I can provide ESL teachers with a
range of resources and tools to help their students improve their
vocabulary skills.

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Vocabulary & ChatGPT WHAT CHATGPT CAN DO

This is a conversation I had with ChatGPT about teaching vocabulary

and the kinds of methods and activities that can be used.

Read through the conversation and then do the task at the end.

Prompt - Use this prompt to get suggestions about different teaching

methods.
What are {number} of the most effective methods of teaching {lan-
guage point} to students of {type of students}?

Example: What are 10 of the most effective methods of teaching new

vocabulary to students of English as a foreign language?

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Vocabulary & ChatGPT Prompt - Use this prompt to research student needs.
What are the key things a {type of student} needs to know about {lan-
guage point} in order to {goal}?

Example: What are the key things a language learner needs to know
about a word in order to use it uently?

Follow-up prompt
Can you add four more things to the list?

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Vocabulary & ChatGPT Prompt - Use this prompt to get teaching suggestions.
What are the most effective ways to teach {type of students} {lan-
guage point}?

Example: What are the most effective ways to teach language learners
collocations?

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Vocabulary & ChatGPT Prompt - Use this prompt to get examples of your target language
point.
Give me {number} examples of {language point} and explain them.

Example: Give me 10 examples of words that have varying connota-

tions and explain them.

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Vocabulary & ChatGPT Prompt - Use this prompt to research problems caused by a language
point.
What are the most common {type of problem} problems caused by
{language point}?

Example: What are the most common pronunciation problems caused

by new words?

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Vocabulary & ChatGPT Prompt - Use this prompt to get suggestions for teaching techniques.
What techniques can we use to help students with {language point}?

Example: What techniques can we use to help students with word

stress in new words?

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Vocabulary & ChatGPT Prompt - Use this prompt to research more speci c features of a
teaching methodology.
What are the main features of using a {type of method or approach}
for the teaching of {language point}?

Example: What are the main features of using a lexical approach for
the teaching of vocabulary?

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Vocabulary & ChatGPT Prompt repeat - I repeated the same prompt using the regeneration
button.
Example: What are the main features of using a lexical approach for
the teaching of vocabulary?

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Vocabulary & ChatGPT TASK

• I hope you noticed that the last two prompts were exactly the same
question, and yet ChatGPT's answers were quite different.
• Use ChatGPT to follow the same conversation that I had and see how
differently ChatGPT answers for you.
• Think about the signi cance of these variations. What impact could
they have on teachers or trainee teachers using ChatGPT?

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Lesson planning is one of the more time-consuming duties of

many teachers, and especially when teachers are newly quali-
DESIGNING A ed.
VOCABULARY
LESSON I asked ChatGPT what it could do to help teachers with lesson
planning. This was its reply:

As an AI language model, ChatGPT can help language teachers

create lesson plans in the following ways:
1. Generating ideas: ChatGPT can assist in generating ideas for
lesson plans based on a particular topic or theme. Teachers can
provide ChatGPT with a topic or keyword related to the language
they teach, and it can provide a list of potential ideas for lesson
plans based on that topic.
2. Providing resources: ChatGPT can suggest various re-
sources such as articles, videos, podcasts, and books that can
be incorporated into the lesson plan. The resources can be
tailored to suit the level and age of the students.

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Designing a 3. Creating activities: ChatGPT can suggest various activities such as

Vocabulary Lesson listening exercises, reading comprehension exercises, writing prompts,
and role-play activities that can be used in the lesson plan. These activ-
ities can be customised based on the level of the students.
4. Offering feedback: ChatGPT can offer feedback on the lesson plan,
providing suggestions on how to make it more effective and engaging.
Teachers can input their lesson plan to ChatGPT, and it can analyse the
plan and provide constructive feedback.
5. Supporting language translation: ChatGPT can support language
translation, which can be helpful for language teachers who teach stu-
dents who are non-native speakers. ChatGPT can translate texts or
words to different languages to help students understand better.

Overall, ChatGPT can be a useful tool for language teachers in creating

effective and engaging lesson plans. It can provide teachers with new
ideas, resources, and activities to help them plan lessons that are
tailored to the needs and interests of their students.

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Designing a WHAT CHATGPT CAN DO

Vocabulary Lesson
ChatGPT can do a lot to help teachers plan lessons and create materi-
als. Just by asking a few well-chosen prompts, we can easily create a
lesson plan and materials speci cally for the level and needs of our
students. ChatGPT will even give us a range of different approaches or
methods that we can use to deliver the lesson.

Here is a lesson planing conversation I had with ChatGPT. By the end

you can see that I have a lesson plan, materials and even a video that I
can use with my students.

Prompt - Use this prompt to get suggestions for vocabulary lists based
on a topic.
What are {number} vocabulary words I should teach English language
students about {topic} at {level}?

Example: What are 10 vocabulary words I should teach English lan-

guage students about politics at the CEFR level B2?

Example: What are 10 vocabulary words I should teach English lan-

guage students about politics at the CEFR level A1?

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Designing a
Vocabulary Lesson

Follow-up prompt - Use this prompt to get simpli ed de nitions to suit

language learners.
Please simplify the de nitions of the words.

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Designing a Prompt - Use this prompt to get the phonemic script of your word list
Vocabulary Lesson Give me the phonemic script of the following words {enter word list}

Example: Give me the phonemic script for those words

Prompt - Use this prompt to create a text that contextualises the words
you want to teach.
Create a text for {level of students} that includes {words}.

Example: Can you create a text suitable for level A1 that includes all of
the words used in context?

Prompt - Use this prompt to get ChatGPT to change your text into a
gap l activity.

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Designing a Create a gap l activity using this text {enter text}.

Vocabulary Lesson
Example: Create a gap l activity using that text.

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Designing a Prompt - Use this prompt to get ChatGPT to plan a lesson for you.
Vocabulary Lesson Write a lesson plan to teach {Level of students} students {speci c
vocabulary items}. Please include a stage that {speci c requests for
the content of the plan}.

Example: Write a lesson plan to teach A1 level students these 10

vocabulary items. Please include a stage that uses the text and a stage
that uses the phonemic script.

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Designing a Prompt - Use this prompt to suggest a speci c type of methodology or

Vocabulary Lesson approach for the lesson plan.
Restructure the plan so it uses a {methodology or approach}

Example: Restructure the plan so it uses a guided discovery ap-

proach.

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Designing a Example: Restructure the plan so that it uses a test teach test ap-
Vocabulary Lesson proach.

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Designing a Example: Write this plan again using a test-teach-test approach and
Vocabulary Lesson include the audio recording of the example text. Don't use a recording
of the phonemic script.

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Designing a When I had nished the lesson, I used an AI text to voice platform
Vocabulary Lesson called HeyGen to create a talking video of a man delivering the text that
ChatGPT had created.

Link: https://vimeo.com/811608959

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Designing a TASK
Vocabulary Lesson
• Follow the prompts used in this lesson and create a lesson plan and
materials for your own students.
• Think about how you would adapt the prompts if you were teaching a
grammar lesson.

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ChatGPT can create lesson plans along with aims and timing for
almost any subject and any level.

LESSON All you need is a simple prompt to get started

PLANNING
Prompt - Use this prompt to get ChatGPT to create the rst draft
of a lesson plan for you.
Write a {time} lesson plan for {type of students} that helps to
{aim of lesson}

Here is a sequence of prompts I used with GPT to get it to create

a 90-minute lesson and materials for a class on teaching ESL
students how to do debates.

Example prompts - These prompts should be entered sequen-

tially, and you should wait for a reply to each one before entering
the next.

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Lesson Planning Write a 90 minute lesson plan for ESL students that helps to develop
their debating skills.

Provide a list of suitable expressions and vocabulary that students can

use during the lesson.

Adapt the lesson for elementary to intermediate students

Adapt the lesson plan to use a test-teach-test approach

Create an example argument from a student on {debate topic}

Create a rebuttal argument

TASK

• Try using the example prompts and then evaluate the materials GPT
produces.
• Think about how you could use this ability in both teaching and
teacher training.
• Create a lesson plan and materials that you can use with your stu-
dents/trainee teachers.

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PROMPT
ENGINEERING
In this chapter of the book you’ll be looking at
prompt writing. You’ll work through a number of
tips that can help you understand how to get bet-
ter responses from ChatGPT and expand the po-
tential for what you can do with it.
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Prompts are the messages that you type or dictate into the
ChatGPT interface in order for it to interact with you.

WHAT IS PROMPT If, like me, you started using ChatGPT and 'chatted' with it like
ENGINEERING? you would when holding a conversation with a person, you may
have become a bit disillusioned (or maybe not. I guess it de-
pends on your expectations) and found it a bit limited. I know
that in the early stages of creating this course, I found it a bit like
chatting with a very frustrating person who was deliberately mis-
understanding me while I was trying to get it to produce the re-
sponses I wanted.

The reason for this is that in order to get the best from ChatGPT,
you need to develop an understanding of and the ability to write
good prompts (or just copy the ones I've provided in the book).
This skill is called prompt engineering, and apparently compan-
ies are now recruiting prompt engineers and offering very high
salaries in order to nd people who can write/engineer prompts
to get the best results for their company.

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What is Prompt I can't pretend, even now, that I have achieved any great expert level at
Engineering? creating prompts and of course as new versions of ChatGPT are re-
leased some of the rules and capabilities will change, but here I would
like to share some insights with you that may be helpful and reduce
your level of frustration when you want to start moving beyond or im-
proving on the prompt templates I've provided.

Prompt Directory
If you want to nd out more about prompts, join the course and get ac-
cess to our prompts channel where we share interesting prompts to use
with your students.

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One of the things that makes ChatGPT different from many other
chatbots is that you can have multiple different conversations
with it and keep these in your history.
TIP 1. NEW TOPIC
- NEW CHAT The history is more than just a useful way of storing and continu-
ing past interactions, it's also necessary to help ChatGPT separ-
ate and understand topics.

When you start a New Chat with ChatGPT, it starts without any
preconceptions about the chat. It's like meeting someone new for
the rst time. When you continue an interaction, it understands
any new comments in relation to your previous interactions within
that thread. This is what makes it so much like talking to a real
person. The problem with this is though that it doesn't under-
stand that people change topics without much signposting, so if
you change to a different topic, its response will still be based
upon an analysis of the other interactions within that chat thread.

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Tip 1. New Topic - New It is also possible to tell ChatGPT to disregard any previous interaction
Chat when answering your question, but it's still better to start a new chat, as
ChatGPT is limited in how much data it can analyse from your chat be-
fore responding. The longer the chat thread becomes, the more likely it
is to become 'confused'.

So the tip here is - New topic - New chat.

Prompt Directory
If you want to nd out more about prompts, join the course and get ac-
cess to our prompts channel where we share interesting prompts to use
with your students.

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TIP 2. THE "ACT

When you interact with ChatGPT, it interacts with you as ChatG-
PT. That sounds obvious, and often ChatGPT will remind you of
AS..." PROMPT this by starting its output with "As an arti cial intelligence lan-
guage model I ..."

I used this prompt:

Tell me what it feels like to love someone.
This is the output I got.

So one of the rst and most useful prompt engineering tip is to

tell ChatGPT that it is something or someone else. You can do
this by starting your prompt with "Act as ..."

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Tip 2. The "Act as..." I used this prompt:

Prompt Act as a teenage boy and tell me how it feels to fall in love.
And this is the response I got. As you can see, this is very different from
my rst response.

The Act as ... prompt is incredibly useful, especially if you want your
students to practice language directly with ChatGPT.

You can ask ChatGPT to Act as ... pretty much anything and the more
detail you give it, the more likely it is to give you the kind of results you
want. So in my prompt above, by adding "teenage boy" rather than
"someone" I've given ChatGPT some vital information that helps it im-
prove its output.

The more information you give ChatGPT, the better the results will be.

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Tip 2. The "Act as..." Here's an example prompt with more information:
Prompt Act as a teenage boy and write a letter to a girl called Maria and tell
her how you feel. Mention her dark eyes, hair and sense of humour.

Here are the results.

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Tip 2. The "Act as..." When you want to interact with the character you create, you just need
Prompt to add to your prompt. You can do this by describing the person you
want to speak to, and then add "Answer my questions" to the end of the
prompt.

Here's a conversation I started using this prompt:

Act as an old man who lives alone. You have been married three time.
Answer my questions.

And this is the beginning of our conversation.

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Tip 2. The "Act as..." TASK

Prompt
• Try to write some of your own prompts using "Act as ..."
• Interact with ChatGPT while they are 'in character'.
• Think about how you would use this with your students and the kinds
of characters it would be useful for them to interact with.

Prompt Directory
If you want to nd out more about prompts, join the course and get ac-
cess to our prompts channel where we share interesting prompts to use
with your students.

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It's easy to miss, but if you put your cursor over any of your
prompts, a small edit icon will appear at the end of the prompt.

TIP 3. EDIT
PROMPTS

Click on it, and you'll be able to edit the prompt and resubmit it.
This is really useful as a tool for improving your prompt engineer-
ing, as it enable you to play and experiment with prompts and
nd out how to improve them.

In some cases, just clicking edit and resubmitting the same

prompt can make the prompt work and give you a different result,
so if you are struggling, and you think your prompt is right, you
can try that.

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Tip 3. Edit Prompts Be aware though that when you edit a prompt, everything that came
after that in the chat thread will disappear. So if you decide to edit
prompt one of three, then prompts and responses to prompts two and
three will disappear. To nd these again, look for a numbered scroll but-
ton to the left of the prompt.

Prompt Directory
If you want to nd out more about prompts, join the course and get ac-
cess to our prompts channel where we share interesting prompts to use
with your students.

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When you write your ChatGPT prompt, tell it what your goal is/
what you want to achieve. This will give it more context and bet-
ter understanding, and help it to produce results that are less
TIP 4. DEFINE bland and generic and more suitable to your purpose.
YOUR PURPOSE
Prompt: I used this prompt to ask ChatGPT to create a story
about clowns.
Please write a story about clowns.

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Tip 4. Define your This is what ChatGPT produced.

purpose

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Tip 4. Define your Prompt: In this prompt, I told GPT why I wanted the story, and it did a
purpose better job and provided me with some information.
I want to improve my students' understanding of narrative tenses.
Write a story about clowns that I can use to demonstrate the use of
different narrative tenses.

This is what ChatGPT produced.

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Tip 4. Define your TASK

purpose
• Think about other ways I could improve the prompt to get a better
result.
• Try out your suggestions and see what ChatGPT creates.

Prompt Directory
If you want to nd out more about prompts, join the course and get ac-
cess to our prompts channel where we share interesting prompts to use
with your students.

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ChatGPT likes to tell you things, which is great, but at times it

doesn't know when to stop, so you really need to tell it how much
you want. This could be specifying the number of words you
TIP 5. ADD want in a story or message, or it could be by de ning the number
CONSTRAINTS of words or questions you want about a topic. You can also spe-
cify how you want them to be formatted, e.g. a numbered list,
bullet points in a table etc.

Prompt: I used this prompt to get some interesting question to

ask Madonna as models to get my students started.
Write some questions to ask Madonna

This is what ChatGPT produced.

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Tip 5. Add Constraints

That's great, but a few too many.

Prompt: Just telling ChatGPT how many can easily limit the output.
Write 3 key questions to ask Madonna

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Tip 5. Add Constraints Another useful constraint you might add when you want to interact with
ChatGPT is to de ne the rules of turn taking.

Prompt: In this example, I'm creating a role play prompt so that Chat-
GPT can ask questions and I can be Madonna and answer them.
I will be Madonna and you will ask me questions.

This is the response.

As I said, ChatGPT loves to talk, so it's created the questions and

answered them all for me.

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Tip 5. Add Constraints Prompt: This is how I modi ed the prompt and added constraints.
I am Madonna. You are an interviewer. You will ask me questions. Ask
me your rst question and wait for me to answer.

This is how ChatGPT responded.

As you can see, this was more successful, and I was able to start an-
swering question one at a time, like a normal interview.

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Tip 5. Add Constraints TASK

• Think about how you would change the prompt if you wanted to ask
the questions, and you wanted ChatGPT to be Madonna.

Prompt Directory
If you want to nd out more about prompts, join the course and get ac-
cess to our prompts channel where we share interesting prompts to use
with your students.

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TIP6. GIVE
Giving ChatGPT examples of what you want it to produce or how
you want the output structured can help it to give you what you
CHATGPT want more quickly.
EXAMPLES
Prompt: I used this prompt to create a vocabulary list of words
connected to music.
Create a list of keywords about music.

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Tip6. Give ChatGPT This is what ChatGPT produced.

Examples

Prompt: I gave ChatGPT an example of how I wanted the list struc-

tured and what I wanted to be included, and it produced this.
Create a list of keywords about music based on this example:
[Word] [De nition] [phonemic script]

Being speci c about the genre of what you want ChatGPT to produce
can also help to get better results.

Prompt: I used this prompt to get ChatGPT to produce a text about

music.
Write a text about music.

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Tip6. Give ChatGPT

Examples This is what it created.

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Tip6. Give ChatGPT Prompt: I used this text with a more speci c reference to the genre of
Examples the text.
Write a review of a rock concert for a fan magazine.

This is what it created.

These are very basic examples to illustrate the point, but by combining
these tips, we can produce much better and more appropriate content
and interactions for our students.
Prompt Directory
If you want to nd out more about prompts, join the course and get ac-
cess to our prompts channel where we share interesting prompts to use
with your students.

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The amount of text ChatGPT will output based on a single prompt

is limited, so ChatGPT will compress anything you ask it to do to
t into this output space. An example of that would be trying to
TIP 7. BREAK get ChatGPT to create a 5-paragraph essay.
WRITING DOWN
INTO STAGES

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Tip 7. Break writing Example: Write a 5-paragraph essay. The question the essay ad-
down into stages dresses is "Can AI make ethical decisions?"

Not only is this quite super cial due to the word limit, it also has more
than the ve paragraphs I asked for.

Adding a word target doesn't help. When I prompted ChatGPT to write

a 4000-word essay on the same subject, it still only produced the rst
630 words of the essay.

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Tip 7. Break writing So, if you want to produce something that's longer than about 600 - 700
down into stages words, you'll need to break it down into sections. So with the example
of the 5-paragraph essay, I asked it to produce just the rst paragraph,
then once I've reviewed it and suggested improvement I can move on
to the second paragraph. In this way, I get a much better nished
product.
Example: Write the rst paragraph of a 5-paragraph essay. The ques-
tion the essay addresses is "Can AI make ethical decisions?"

Prompt Directory
If you want to nd out more about prompts, join the course and get ac-
cess to our prompts channel where we share interesting prompts to use
with your students.

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There seems to be a range of opinions on how best to structure a

prompt and the balance between how much and how little you
write when you create a prompt., but as a rst step into more
TIP 8. complex prompt writing, this seems to be a useful structure that
STRUCTURING A consistently gives good results.

PROMPT
Make the context clear — What kind of output do you want?
State the topic — What should the output be about and which
subtopics to emphasise?
Structure — How many, paragraphs, tweets, words, questions,
etc?
Format for the output — What writing style and tone?
Constraints — What you do not want to mention/want ChatGPT
to do?

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Tip 8. Structuring a Example:

Prompt Act as an exam writer and create an exam for ESL students at CEFR B2
level.
The exam should test a range of grammar points appropriate to the
CEFR B2 level.
Create 10 exam questions with a mixture of questions types.
Create the questions and example answers at the end.
Do not use complex language above the CEFR B2 level.

TASK

• Test the prompt above. See how well it produces the outlined output.
• Write a prompt that follows the above structure.
• Test your prompt to make sure it gives you the desired output.

Prompt Directory
If you want to nd out more about prompts, join the course and get ac-
cess to our prompts channel where we share interesting prompts to use
with your students.

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AI TOOLS
In this chapter we’ll explore a range of additional
AI tools that can be used along side ChatGPT to
develop and enhance the content you create.
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Create Audio from Text This is a great tool for creating audio. You just need to type your script,
with Audyo then select a voice. You can add expression to the voice and edit it to
make it sound more lifelike using phonetics. Then download the audio
le to use with students. This is a great way to turn text created in
ChatGPT into listening tasks for students.

Link: https://www.audyo.ai/

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AI Powered Search and This tool describes itself as a search engine for developers, but it's
Research with Phind really quite a good search engine for anyone. It combines Google like
results with results in the ChatGPT style. It shows the response in a
ChatGPT style in the main column of the page and Google style links to
sites on the right.

If you scroll down, you can also interrogate the results in the same way
that you can build a conversation with ChatGPT. Phind also saves your
search history as chats in the same way as ChatGPT. You can return to
these to do further research. This is a great tool for research when you
want much more reliable sources than the ones offered by ChatGPT.

Link: https://www.phind.com/

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Fun and Discussion with This is more of a fun tool that can lead to some light discussion. You
Pick My Line can use it to create 'pickup lines'. These are conversation openers that
you might use to start a conversation with someone you are attracted
to. To generate the lines, you type a description of the person and se-
lect the gender, then click on 'Get My Line'. The app will create a num-
ber of lines that you can scroll through and select from.

Generally the lines are pretty awful and are mostly based on physical
compliments, but this could lead to an interesting discussion on how to
open conversations and how to give compliments.

Link: https://www.pickmyline.online/

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Resumes and Role This seems like an odd name for an app, but it's a really useful collec-
Models with These tion of 1000 resumes generated by ChatGPT. The resumes are all those
Resumes Don't Exist of very successful people in different professions. They are based on
factual information from what is known about the person online. They
can be used in a number of ways. Students could nd a role model and
study the things that they need to do to become their role model. The
resumes also act as good models for resume writing activities. You
could also get students to try to fact-check the resumes or use them to
design an interview with the person.

Link: https://thisresumedoesnotexist.com/

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Create Images and This is Open AI's image creation app. It produces original images
Illustrations with DALL.E based on text prompts. The better you describe the picture and style
2 that you want, the better the results will be. This is a useful tool for cre-
ating ashcards, illustrations for projects and presentation and all kinds
of teaching materials

I've used it to develop images and covers for a number of books I've
developed. You get a number of free prompts each month and can buy
more if you need them. Once you produce images, you own the copy-
right for them.

Link: https://openai.com/product/dall-e-2

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Create Spectacular The strangely named Midjourney app is one of the most impressive AI
Images with image generation apps that I have seen so far. The images look high
Midjourney quality and detailed, and in some case very realistic. They are also
based on text prompt input. Midjourney is a bit more complex to use
than other AI text to image generators, but the results are outstanding.
You can browse the gallery here: https://www.midjourney.com/show-
case/recent/. If you put the cursor over the images, you'll see the text
prompt that was used to produce the image.

Here's a video tutorial showing how it works: https://youtu.be/zf4z8A-

OWBY

Link: https://www.midjourney.com/

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Create Lesson Plans This app is potentially a huge time saver when it comes to lesson plan-
and Presentations with ning. All you do is type in the topic of your lesson, and Curipod will
Curipod produce a lesson plan and presentation on the topic you want to teach.
It also includes interactive quiz slides on the topic. You can then edit
and re ne the content manually. There is no limit on the number of stu-
dents that can access the slides and do the interactive quizzes. You
can store up to 5 lessons for free, after that you need to have a premi-
um subscription. If it works for you, it could save hours of planning and
prep time.

Here's a video tutorial showing how it works: https://youtu.be/2SskX-

DulQ04

Link: https://curipod.com/

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Create Mobile In spite of what the name may imply, Piggy is actually a really useful
Learning Content and app for creating attractive mobile learning content in seconds. Just
Quizzes with Piggy type in the topic you are interested in and Piggy's AI will generate up to
8 mobile screens of attractively designed content. If you download the
mobile app for free, you can edit the content and change images or
design your own content using their templates.

Here's a video tutorial showing how this works: https://youtu.be/QFh-

OGnykPZQ

Link: https://piggy.to/magic

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Create Illustrated Kids' This is an interesting tool that can help you and your younger students
Stories with create illustrated digital story books. You just need to choose the name
Storywizard of your main character and then add a couple of sentences to outline
the plot. The site will then generate an original story based around your
plot. You can then edit and re ne the story and the images that go with
it. This is a great way to create books that make your students part of
the action.

Here's a video tutorial showing how this works: https://youtu.be/

cU4l8dtMM9w

Link: https://www.storywizard.ai/

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Create Video from Text Lumen5 can turn any text into a video summary. Just paste the text into
with Lumen5 a eld and Lumen 5 will generate a video along with images, a title,
and keyword prompts. You can then edit the keywords and images and
choose background music before exporting it as a video. This is a
great tool for helping to scaffold learning around a text. You can take
text that you have created in ChatGPT to paste straight in to Lumen5
and create a video version. This is a great activity for students to do to
revise notes and learning points. In the free version, all video you cre-
ate are shared with the community.

Here's a video tutorial showing how this works: https://youtu.be/mgc-

Lz4CXMaQ

Link: https://lumen5.com/

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Create Digital Tome is a great tool for creating very modern digital narrative. The
Narrative with Tome presentations are stored online in your account and can be shared us-
ing links or embedded into other materials. The narratives are really
easy to create. You just drag and drop the features you need onto each
slide. From a visual design perspective, these narratives look
fantastic. The idea behind Tome is that it should be easy to create the
digital part of the narrative so that you can focus on telling the story. It's
free, so it would be a great tool to get students using for projects and
reports. Once you have created your narrative, you can also record a
talking head guide that viewers can watch as the presentation plays.
Tome runs in the web-browser, but there is also a version for iOS.

Here's a video tutorial showing how this works: https://youtu.be/eaX-

O1ZRNDvs

Link: https://beta.tome.app/

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Gamma for instantly Gamma looks like a very impressive tool for creating lesson presenta-
creating beautiful tions using AI to do the heavy work for you. Once Gamma has created
lesson presentations the presentation you can edit the content, images, style and design
then you are ready to go. The example in the video looks fantastic. This
looks like a great way to create draft presentations for classes. Once
the draft is created you can edit and personalise the content.

Here's a video tutorial showing how this works: https://youtu.be/r9-

VOYJM6nZc

Link: https://gamma.app/

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Neeto for quickly This is a free interactive quiz creator. The tool uses AI to help you cre-
creating interactive ate your quizzes. You can also search through ready made ones. This
quizzes is speci cally aimed at teachers and education and can save a lot of
time.

Link: https://neeto.io/

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HOT TOPICS
In this chapter of the book you’ll be able to explore
and think about a number of issues around the
use of ChatGPT and other AI tools and the impact
that they may have on teaching, learning and the
society in which we live.
[email protected] 24 Sep 2023

Writing Skills • In a world where everyone has access to tools like ChatGPT, what are
the implications for how we teach and develop our own and our stu-
dents' writing skills?

• What kind of writing skills will students who use this type of software
need?

• Will students who grow up with type of technology need to learn to

write long form text?

Join our ChatGPT in the Language Classroom group on Telegram

Sign up for the course and you’ll get access to our community of
teachers who are discussing issues like these.

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Assessment & Cheating • How do we deal with the fact that students can use ChatGPT to
cheat?

• How can we redesign assessment to make it more ChatGPT proof?

• Has what we need to assess now changed as a result of tools like

ChatGPT?

• Can we still assess achievement if we cannot distinguish the stu-

dent’s contribution?

• If a student can make a high-quality idea their own, whether it was

written by the AI or taught in class, is this not what we call learning?

Join our ChatGPT in the Language Classroom group on Telegram

Sign up for the course and you’ll get access to our community of
teachers who are discussing issues like these.

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Teacher Education & • How should we be integrating AI into teacher education and devel-
Development opment?

• Could the use of AI by newly quali ed teacher inhibit their develop-

ment?

• How do we train the generations of teacher trainers who have never

used this technology before?

• How does ChatGPT impact on teacher assessment?

Join our ChatGPT in the Language Classroom group on Telegram

Sign up for the course and you’ll get access to our community of
teachers who are discussing issues like these.

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Impact of AI on Work It seems inevitable that AI tools like ChatGPT are increasingly going to
Life become part of real world day-to-day life for many people.

• How should this impact on how we use tools like ChatGPT in our
teaching?

• How do we ensure that our students have the related skills that they
will need to be successful in their professional and academic lives?

Join our ChatGPT in the Language Classroom group on Telegram

Sign up for the course and you’ll get access to our community of
teachers who are discussing issues like these.

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[email protected] 24 Sep 2023

Bias ChatGPT and similar tools are trained using speci c datasets. The se-
lection and training of ChatGPT is therefore based on a set of values
which are controlled by Open AI. These values could be argued to be
biased towards perpetuating a 'western' world view.

• How worried should we be about this?

• How can we balance this against what may be very different cultural
and sociopolitical world views of our students?

• How do we deal with the fact that our own and our students views
may be censored within ChatGPT?

• What should be the role of censorship in tools like ChatGPT?

Join our ChatGPT in the Language Classroom group on Telegram

Sign up for the course and you’ll get access to our community of
teachers who are discussing issues like these.

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Bloom's Two Sigma Benjamin Bloom observed that students who received one-to-one tutor-
Problem ing in a mastery-based curriculum performed two standard deviations,
or 'two sigma' better than students who were taught through conven-
tional classroom education. The challenge has always been to nd a
way to deliver the bene ts of one-to-one tutoring and individualised
learning in a way that scales to educational realities and remains af-
fordable (cf. Bloom 1984).

• To what extent could ChatGPT be the answer to this problem?

• How would ChatGPT need to be improved to become a one-to-one

tutor for students?

Join our ChatGPT in the Language Classroom group on Telegram

Sign up for the course and you’ll get access to our community of
teachers who are discussing issues like these.

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ABOUT THE Nik Peachey is Director of Pedagogy at PeacheyPublications Ltd,

a freelance teacher trainer, writer, conference speaker and learn-
AUTHOR ing technology consultant.

He has been involved in education since 1990 and has lived and
worked all over the world.

He is a two time British Council Innovations Award Winner and

the Co - Founder of PeacheyPublications Ltd

He has worked with a wide range of educational companies,

publishers and institutions including Macmillan, CUP, OUP, British
Council, International House, Bell Educational Services, Uni-
versity of Westminster, The Open University, The BBC, Google
Creative Labs, Kings College Online, Eton College and many
more.

Nik is the editor of the free ‘Edtech and ELT Newsletter’ at: https://
tinyletter.com/technogogy/

Nik is also a keen blogger and content curator. You can nd his
blog at: https://peacheypublications.com/blog and his curation
sites at: http://www.scoop.it/t/tools-for-learners and http://www.s-
coop.it/t/learning-technology

You can contact Nik at: [email protected]

© PeacheyPublications 2023

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COPYRIGHT

© PeacheyPublications 2023

Your Rights

Buying this book gives you the right to use it and any of the ideas
and materials from it with your students. It does NOT give you the
right to copy, share copies with other teachers or store and re-
distribute it online.

Copyright Information

This book is an independent publication and has been created in

my own time and at my own expense. I depend on the proceeds
from my books and materials so that I can produce more work like
this and so that I can feed my family and send my daughters to
college. When you download or share this book without my per-
mission you are stealing from me and my family.

If you have downloaded this book without permission or paying,

please do the right thing and go buy a copy from: https://
www.peacheypublications.com/ or https://payhip.com/peachey-
publications

If you can’t afford or don’t have the means to buy it, then read on in
peace and I hope that it helps you and your students.

All images remain the property of the creator.

Thanks

Nik Peachey - Co-Founder PeacheyPublications Ltd

PeacheyPublications is registered as limited company: 11586696

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