(AGENPARL) – Tue 22 April 2025 AI activities and
resources for English
language teachers
http://www.britishcouncil.org
Authors: Nik Peachey and Ross Crichton
DOI: https://doi.org/10.57884/DKKR-QF54
© British Council 2024
1 Redman Place, London E20 1JQ, United Kingdom
http://www.britishcouncil.org
Peachey, N., Crichton, R. (ed) (2024) AI activities and
resources for English language teachers. British Council
All photos © British Council except where otherwise marked
Front cover image © Mat Wright
AI activities and resources for English language teachers
Contents
Foreword
Section 1: Introduction
Considerations of using AI in education
Getting started — writing effective prompts
Section 2: The activities
1. Helping learners evaluate AI output
Fact-checking sources
Comparing logical arguments and fallacies
Creating and checking biographies
2. Creating models and examples of language.
Creating dialogues and monologues
Creating examples of structures in context
Creating summaries
Creating resumes and CVs
Creating examples of graded assignments
Creating formal and informal texts
3. Creating activities and materials
Creating question types for text
Creating tongue twisters
Creating plays
Randomising words and sentences
Creating branching narratives
4. Personalising and adapting materials
Creating personalised stories
Changing the genre of texts
Including content from other subjects
Creating discussion prompts
AI activities and resources for English language teachers
5. Scaffolding learning and improving accessibility
Brainstorming ideas
Creating glossaries
Describing images and graphs
Paraphrasing
Transcribing video or audio
6. Acting as a practice partner
Acting as a role play partner
Acting as co-writer for assignments
Making writing communicative
Imitating people
Debating partner
7. Acting as a collaborator and mentor
Acting as a mentor
Evaluating ideas
Individual learner support
Acting as a motivational friend
8. Helping teachers plan and assess
Planning lessons using specific approaches
Providing context for language use
Designing classroom projects
Suggesting course structures
Creating rubrics for evaluating assignments
9. Supporting teachers’ professional development
Guiding teacher reflection
Exploring different methodologies
Designing action research projects
Creating a learning journey
10. Providing teachers with useful language
Creating scripts for presentations
Report card comments
AI activities and resources for English language teachers
Foreword
One of the critical findings of our report was that
while AI is profoundly impacting ELT – perhaps more
than any other discipline – teachers felt they had not
received the necessary support or training to enable
them to integrate it effectively and safely into their
teaching.
Neenaz Ichaporia
EdTech Lead
English and School Education
British Council
At the British Council, we are committed to
equipping English language teachers with the
skills, tools and resources they need for
managing their classrooms and keeping up-todate with key developments in the field.
In 2023, we embarked on an ambitious and
significant project: to produce a pioneering report
on the applications of Artificial intelligence (AI) in
English Language Teaching (ELT). This report was
grounded in extensive research on the role of AI in
ELT and included insights from teachers, teacher
educators, ELT sector experts, ministries of
education and other key stakeholders across the
spectrum.
This resource pack is one of a series of measures
designed to address that gap. At the heart of the
pack is a collection of 43 innovative activities
designed to help teachers to use AI to enhance
learning and to support their own professional
development. The activities are grouped into ten
categories of teacher tasks, from producing
materials to helping plan and assess, and each
activity is aligned with the British Council’s
Continuing Professional Development framework for
teachers.
Crucially, this resource pack underscores the
importance of ethical and responsible AI use.
Teachers are introduced to our guiding principles
for AI use and encouraged to evaluate whether a
particular resource or tool is suitable for their
specific teaching context. Each activity outlines
potential challenges which teachers should consider
carefully before deciding whether it is right for them
and their students.
We hope this resource and activity pack serves as a
valuable toolkit for teachers, empowering them to
take an informed, ethical and context-specific
approach to integrating AI into their teaching.
AI activities and resources for English language teachers
Section 1
Introduction
This resource pack is for English language
teachers who want to use AI effectively in their
work. It provides practical ideas for you to use
AI with learners and for your own continuing
professional development (CPD).
We have identified ten areas where English
language teachers might use AI and for each of
these areas, we suggest activities to try or to
adapt for your context.
These activities are linked to the eleven
professional practices of the British Council’s
Teaching for Success CPD framework so that you
can see how they fit in with your other CPD activity.
As well as providing 43 practical ideas, this pack
also contains useful information to help teachers
navigate the challenges and risks to consider when
using AI in education and provides the tools they
need to engage with AI and integrate it into their
practice.
Effective use of AI depends on providing the right
prompts to the AI tool you are using. The section of
tips for writing prompts will help teachers get the
most out of the activities in this resource pack.
AI activities and resources for English language teachers
Guiding principles
While AI can offer many opportunities and
benefits to teachers and learners it is important
to remember that, as with any new technology,
there are also risks and challenges to be
considered. For each of the activities in this
pack there are challenges listed which you
should consider carefully before deciding
whether the activity is right for you and your
students.
We also encourage teachers to think about the
issues associated with AI and to ensure that they
keep to some basic principles of AI use:
Humans first
It’s important that you and your learners retain
agency, creativity and skills, and take an informed
critical perspective . AI is not a magic tool. It can
make mistakes, and produce work with bias in it.
When you use AI, check the work carefully. Is it
reliable? Can you check the sources? Are there ideas
or language you should not include?
Privacy and data rights
You need to protect your own data and your
learners’ data as well as intellectual property. Don’t
input copyrighted data or identifiable personal
information into AI tools.
Ethics and bias
Critically evaluate AI-generated content for bias,
stereotypes and discrimination. Check its accuracy
and that it’s appropriate for your context.
Safety
We need to protect teachers and learners from
exposure to inappropriate content and ensure that
they and their data are safe. Follow this digital
safeguarding advice.
Transparency
Make it clear where AI has been used. If you use AI
to help with your work, you should say so. Do this by
mentioning the AI tool used and the specific version
or model. You can write something like, ‘I used [AI
tool], version [x.x] to help with this work.’
Accountability and responsibility
Use AI responsibly and follow guidelines. We need
to respect safety, privacy, fairness, and be clear
about how we used AI. Know where you can ask for
support if you’re unsure about using AI.
AI activities and resources for English language teachers
The guiding principles on the previous page remind us that there are risks associated with the
use of AI such as potential biases, data privacy concerns and over-reliance on automated
systems. By approaching AI use thoughtfully and ethically, these risks can be effectively
managed, unlocking its potential to enhance creativity, streamline processes, and provide
innovative learning opportunities. With proper oversight, AI can be a powerful tool to enrich both
teaching and learning experiences..
These considerations can help you with this thoughtful and ethical approach.
Considerations for using AI in education
Safety of
personal
information
Some aspects of AI training can involve human oversight so it’s possible that personal
information, such as contact details, will be seen by humans.
In many platforms it’s possible to change the settings so that the AI company doesn’t use
the data you input for training purposes. Making learners aware of this can help them to
protect their own privacy and the privacy of others.
Much of the AI that teachers are gaining access to has been trained using publicly
available data from the internet. This means that any biases that exist in the type, nature,
quantity and culture of that data are likely to be reflected in what that AI generates.
AI systems may also have limited information about some areas and cultures around the
world, or be able to produce better results in some languages rather than others. Like
people, it may produce answers, images and opinions that are more aligned with the
region and culture that it learned from than by the one you’re teaching in.
It’s important to make learners aware of these biases and to help them explore and
understand where they come from and how they can be overcome. Many AI companies
are actively working to address these, but this is likely to take time.
Generative AI has been designed to deliver a service to users. When it’s prompted to
produce something, it will do so even if it can’t ensure that the output is 100% accurate.
This means that AI can at times ‘hallucinate’ and invent facts that sound very plausible but
are not true.
Uncritical use
For this reason learners must be taught to look critically at AI’s output. When doing any
kind of factual research, they should be sure to cross check their findings with other
sources.
Checking with the AI itself can help as AIs will generally admit to inventing facts when
asked. The main issue here is that teachers and learners should be aware that this is a
possibility and use it as a learning opportunity by teaching learners how to crosscheck
information.
Many AI tools that enable the creation of voice, image and/or personas have the ability to
copy or imitate real people. This creates ethical and, potentially, legal issues.
Identity issues
Although it may seem like fun to create images or audios of famous people for use in
learning activities, you should make it clear to learners and anyone else that these aren’t
the actual people. Avoid attributing views or opinions to them that they may not hold.
Likewise, creating images or videos of famous people should be clearly marked as the
product of AI and should not be used as genuine representations.
AI activities and resources for English language teachers
There is a common misconception that when you prompt generative AI for content, it
goes to the internet and takes it from there. In most cases this isn’t how generative AI
works. Anything that it produces is original, based on its analysis and synthesis of existing
content. Submitting the same prompt twice can result in different outputs. As a result, the
materials that AI produces for you aren’t a breach of copyright.
Copyright
However, the content AI produces may remain the property of the company that owns the
tool or platform. Particularly when creating materials for classroom and commercial use,
teachers should be aware of any copyright restrictions on the content that they create
using AI tools.
Many AI tools that offer a free subscription in addition to their paid subscriptions restrict the
use of content that has been produced using the free version. Always check the terms of
use if you intend to distribute materials or content that you produce to make sure this is
allowed.
Age restrictions
Teachers should be careful to check the terms of use on any AI tools or platforms they
want learners to use. Typically most platforms that involve registration don’t allow access
to those under 13 years olds. Those between 13 and 18 often require parental consent.
Teachers need to check this and obtain both permission from their school and consent
from parents when necessary.
Most AIs don’t show the sources of the output and information they produce. This is
because they draw from large language models (LLMs in which the training data has
become atomised and then converted into digital relationships.
Sourcing
The result is that any output is based on an analysis of a collection of different sources
and syntactical relationships. This can make following up sources of information almost
impossible. Likewise, asking some AIs for sources to explore can result in the AI creating
sources that don’t exist.
There are some exceptions to this and some AI systems do draw on and identify specific
sources. Learners and teachers need to be aware of the nature of the AI they are using
and whether it includes sources of information when they are doing research.
Generative AI tools can be extremely useful for a wide range of creative tasks, but they
do have a tendency to hallucinate and invent when asked to carry out factual research
tasks.
Erosion of trust
Equitable
access
Plagiarism
If teachers and learners keep using them for less suitable tasks and don’t follow up with
rigorous checking, there will be an erosion of trust in the tools and learners may become
reluctant to use them.
When using AI and setting AI dependent tasks for learners, teachers need to ensure that
all learners have access to the necessary devices and tools to carry out these tasks.
They also need to consider any learner neurodiversity and accessibility issues to ensure
that all learners have access and the opportunity to learn from the tasks and tools.
One of the most common risks associated with AI is that learners will try to pass off AI
output as their own work. Plagiarism is by no means new and teachers and institutions
should continue to take measures to ensure that learners are educated about the
dangers and consequences of plagiarism.
Learners should also be educated about how to use AI constructively and how to cite and
acknowledge content that has been produced and taken from AI.
AI activities and resources for English language teachers
Getting started
Writing effective prompts
Things to think about when writing prompts include:
The activities in this resource pack cover a range of
approaches and uses for AI. What they have in
common is that they all need effective prompts to
produce the best results. A prompt is how you ask
an AI tool to do something for you. The more detail
you include in your prompt, the better the results
will be.
Topic – Give as much detail as possible
Format – Do you want a poem, paragraph,
essay? 50 words? 200 words?
Context – Who is the audience?
Style – Informal/ formal/ persuasive, etc.
Examples of effective AI prompts
These example prompts demonstrate the kind of information you might give an AI tool for a
range of activities.
As a role play partner
Prompt template:
We will role play together. You will act as a [AI’s role] in [place/context]. I will be [Student’s role].
Follow these rules:
[add any rules you want the AI tool to follow]
Use English suitable for CEFR level [add CEFR level]
Wait for me to reply before continuing
If you understand, then introduce yourself as [name of AI] and [how AI should start the
conversation].
Example prompt:
We will role play together. You will act as a waiter in a restaurant. I will be a customer.
Follow these rules:
be polite
be concise
take turns to speak
use English suitable for CEFR B1
wait for me to reply before continuing
if you understand, then introduce yourself as Sam and ask how you can help.
Creating homework tasks
Act as my English language teacher. I will tell you what I want to study, and you will create
activities to check and develop my knowledge. If you understand, reply with ‘I’m ready’.
AI activities and resources for English language teachers
Giving examples of vocabulary or grammar points
Please create a short realistic dialogue. Include vocabulary or grammar points.
Creating a word list with definitions
Analyse this text and create a glossary of the most difficult words. Format the glossary with three
columns. Column 1 words. Column 2 definitions. Column 3 a translation into [my language]. This is
the text I would like you to analyse [copy and paste the text here].
Testing yourself on a grammar point or topic
Create a test for me to test my knowledge of [grammar point or topic]. Design the test at level
[add the CEFR level that you are aiming towards]. Include ten questions. Ask me one question and
wait for the answer before asking the next question. Give me feedback at the end of the test.
Creating comprehension questions
Please use the following text to create [add the number of questions] comprehension questions.
Don’t include the answers. I will upload the answers once I finish. Here is the text: [paste in the
text].
Asking for feedback
Please evaluate my text. The text is [describe the type of text and who the text was written for].
Identify any errors and suggest up to [number] ways I can improve it. Here is my text: [paste in
your text].
Creating a study plan
Please create a study plan for me. My goal is [describe your goal]. I’d like to achieve my goal in
[add a period of time].
Adapted from page 3 of AI – the risks and benefits worksheet (Nik, Peachey, 2014)
AI activities and resources for English language teachers
Section 2
The activities
1. Helping learners evaluate AI output
Learners need to develop the ability to critically evaluate what AI produces for them. Below are some ways that
you can use AI to help your learners develop this skill.
Examples of AI tools useful for this section
For generating facts, arguments and
ideas:
Gemini, ChatGPT, Copilot, Perplexity, Poe
For evaluating accuracy:
Logically, Full Fact, Grover, Sensity AI,
ClaimBuster, Blackbird AI
Fact-checking sources
Professional practice: Using digital technologies
Description
Benefits
Prompting AI to produce fact sheets based on
specific topics.
Learners then fact-check these for accuracy, either
in the classroom using digital devices or for
homework.
This can help learners become
aware that the ‘facts’ AI provides
may not be completely accurate
and that they need to know how to
check them.
What to do
This is a key digital literacy and life
skill.
1. Think of a topic.
2. Ask AI to produce a list of ten facts about the
topic.
3. Check online to see if they are true. Make a list of
sources that you used to verify the facts and
make a note about how reliable you think the
source is. Try to verify each fact with at least two
sources.
4. Think about whether your learners could do this
task and how you would need to adapt it for
them.
Challenges
Teachers need to help learners
understand how to verify
information, track and cite sources
and understand what constitutes
an ‘authority’.
AI activities and resources for English language teachers
Comparing logical arguments and fallacies
Professional practice: Using digital technologies
Description
Benefits
Prompting AI to produce examples of logical
arguments and/or fallacies for the development of
critical thinking skills.
You can use these as the basis for debate. These can
also help learners to identify specific types of fallacies.
Seeing examples of logical and
misleading arguments can help
learners to identify these in
arguments that they hear or read.
What to do
1. Think of an issue that you feel strongly about.
2. Ask AI to create a logical argument to support your
view.
3. Then ask AI to create a misleading argument
against it.
4. Repeat this process with a number of different
issues.
5. Examine the language structures and vocabulary
used in the various arguments and decide whether
it would be valuable for your learners.
It also helps them make better
arguments themselves.
Challenges
Challenging well-established
fallacies can be difficult and
controversial.
Learners may still find the
misleading arguments convincing.
Some logical arguments may be
offensive within some cultures.
Creating and checking biographies
Professional practice: Planning lessons and courses
Description
Benefits
Prompting AI to create biographies of famous people.
You can use these as the basis for reading lessons
and for fact-checking activities.
Fact-checking information is a useful
life skill for learners to develop.
What to do
1. Think of a famous person your learners are
interested in.
2. Ask AI to create a biography for that person.
3. Tell the AI the level and age of your learners so
that it creates a suitable version.
4. Evaluate the biography and decide if you could
use it with your learners.
5. Think about whether your learners would be able
to fact-check the information or ask AI to produce
reading comprehension questions for it.
It’s motivating for learners to find out
about real people that they know and
admire, and to correct information
that they know to be false.
Challenges
The AI may have limited information
about some famous people.
Learners need to be made aware
that AI sometimes makes up
information about people or
produces information that can be
disputable or controversial.
AI activities and resources for English language teachers
2. Creating models and examples of language
Models of how people use English in real life give learners an example to follow and learn from. Below are some
examples of useful models you can use AI to create.
Examples of AI tools useful for this section
For generating example dialogues and
texts:
Gemini, ChatGPT, Copilot, Perplexity, Poe
For creating audio from text:
Heygen, Listnr, Speechless, Descript
Overdub, WellSaid Labs, Replica, Speechki,
ElevenLabs
Creating dialogues and monologues
Professional practice: Planning lessons and courses
Description
Benefits
Prompting AI to create dialogue scripts for specific
situations, contexts or the language level they specify.
Examples of interactions between
different types of people in
different contexts can act as
models for the learners’ own
interactions. They can also be used
to create listening activities.
You can use these for reading tasks or create audio
versions for listening activities using text-to-speech
tools.
What to do
Think of a situation involving people that might be
useful for your learners to understand.
2. Ask AI to produce an example script of people
talking in this situation.
3. Have it create three to four versions, some without
telling it what English level they should be for.
4. Evaluate the dialogues and decide which is most
appropriate to use with your learners.
Challenges
AI can have a limited knowledge of
some cultures. The teacher may
need to edit the scripts to make
them appropriate.
AI can also produce scripts that
are biased towards a particular
culture, ideology or class.
AI activities and resources for English language teachers
Creating examples of structures in context
Professional practice: Knowing the subject
Description
Benefits
Prompting AI to produce examples of specific language
structures being used in real-world situations.
This saves time when preparing
materials.
You can use these to show learners when, where and
why people use these structures in real life.
Showing learners examples of how
target structures are used in real
life helps them to understand and
then use these better.
What to do
Choose a structure that you want to teach or
review.
2. Ask AI to provide you with some examples of the
structure being used in context.
3. Check these examples to make sure they’re the
correct level for your learners and that the
structure is used appropriately.
4. Think about how you can use these examples with
your learners.
Challenges
Teachers need to check that the
text the AI produces doesn’t
contain too much new or
challenging vocabulary.
Texts also need to be appropriate
for the age, culture and
preferences of the learners.
Creating summaries
Professional practice: Using inclusive practices
Description
Benefits
Prompting AI to create summaries of longer texts e.g.
reports, research and works of fiction.
AI can create many summaries very
quickly and with a variety of depth
and detail for learners of different
levels.
You can use these for comprehension and ordering
activities.
Learners can create their own summaries and compare
these to the ones created by AI.
Summarising texts is a useful skill
for learners. It can also make
challenging texts more accessible.
What to do
Choose a text that you or your learners have
studied.
2. Ask AI to create a summarised version of the text.
3. Ask AI to reorder the sentences from the summary.
4. Try to put the sentences back into the correct
order without referring to the original text.
5. Reflect on this activity and think about how you
could use it with your learners.
Challenges
It’s easy for learners to use
summaries to avoid reading texts in
more detail. This can lead to a
shallow understanding and
appreciation of the original text.
AI activities and resources for English language teachers
Creating résumés and CVs
Professional practice: Planning lessons and courses
Description
Benefits
Prompting AI to create either fictional or factual
résumés or CVs.
Having examples of these can help
learners when it comes to creating
their own.
You can use these as models for writing activities,
reading comprehension or as realia for role plays.
What to do
Think of a famous person.
2. Ask AI to research that person and produce a
résumé that summarises their experience.
3. Check the information to see how much of it is
accurate.
4. Think about how you could use this activity with
your learners.
Real CVs are hard to obtain
because they include a lot of
personal information. AI can create
fictional ones very quickly.
Challenges
Teachers will still need to create
materials to help learners exploit
this resource.
AI sometimes includes incorrect or
made up information about real
people. Learners should be made
aware of this.
Creating examples of graded assignments
Professional practice: Assessing learning
Description
Benefits
Prompting AI to create example assignments that have
higher and lower grades, along with the grading rubric.
Learners can learn a lot from
analysing graded examples
alongside the grading rubric.
Learners can look at these examples to see what they
need to do to get a higher grade.
They can also use the grading rubric to practise
evaluating the example assignments.
What to do
Ask AI to create a grading rubric for one of your
assignments.
2. Ask AI to create an example assignment that
demonstrates each grade on the rubric.
3. Think about how you can use these assignments
and the rubric with your learners.
They can also compare them to
their own assignments.
Challenges
Teachers still need to help learners
focus on the key differences
between the examples and
understand how one is stronger
than another.
Some teachers may find it a
challenge to check that the
examples created by AI accurately
represent the grading rubric.
AI activities and resources for English language teachers
Creating formal and informal texts
Professional practice: Planning lessons and courses
Description
Benefits
Prompting AI to create texts with different degrees of
formality.
Learners can find it hard to know
when it’s appropriate to use language
that they’re learning from movies,
social media and online videos.
You can use these to help learners identify features of
style and register in either writing or spoken text.
What to do
Ask AI to create a formal email.
2. Once the email has been created, ask AI to change
the email to an informal one.
3. Compare the two and see how the email has been
changed in the second version.
4. Think about other texts you could create to
demonstrate the difference between formal and
informal language to your learners.
Texts with different levels of formality
can help learners to see how they can
express similar ideas and concepts
with different levels of formality.
Challenges
Learners can be tempted to only
focus on the informal language as
they often find this more attractive
and memorable.
AI activities and resources for English language teachers
3. Creating activities and materials
AI speeds up this process. Below are some examples of activities and materials that AI can help you create.
Examples of AI tools useful for this section
For creating tasks and activity ideas:
For creating audio from text:
Gemini, ChatGPT, Copilot, Perplexity, Poe
Heygen, Listnr, Speechless, Descript
Overdub, WellSaid Labs, Replica, Speechki,
ElevenLabs
Creating question types for text
Professional practice: Planning lessons and courses
Description
Benefits
Prompting AI to create various different question
types based on any text you input. Answer sheets
can also be created.
Teachers can find creating
comprehension questions quite
demanding, especially multiple
choice questions. AI can create
these very quickly.
You can use these questions to develop
comprehension and discussion around the text.
What to do
1. Find a text that you would like to use with your
learners. Don’t use copyrighted text.
Challenges
2. Upload the text to the AI platform and ask it to
create five comprehension check questions, five
true/false questions, five multiple choice
questions and five follow up research questions.
Teachers will need to check the
questions that AI produces
carefully and make sure they are
relevant and focused.
3. Evaluate the questions and decide which would
be best to use with the text.
AI can sometimes produce
questions and answers that are
incorrect or focus on less
important parts of a text.
AI activities and resources for English language teachers
Creating tongue twisters
Professional practice: Planning lessons and courses
Description
Benefits
Prompting AI to create tongue twisters based on
specific sounds.
Learners benefit greatly from
pronunciation activities that are
designed specifically to address
their challenges.
You can use these for pronunciation activities. They
can also be turned into audio versions using text-tospeech platforms.
What to do
1. Choose two sounds that your learners often
confuse or find challenging to say.
2. Ask AI to create eight tongue twisters that
include these two sounds.
3. Evaluate the results and try the tongue twisters
with your learners.
These can be used for listening
discrimination activities as well as
productive practice.
Challenges
Teachers need to be able to teach
learners the mechanics of how to
produce the problem sounds for
these kinds of activities to be
effective.
Creating plays
Professional practice: Managing the lesson
Description
Benefits
Prompting AI to produce plays and dramatic scripts
that are tailored to the needs and interests of your
learners.
AI can produce play scripts that are
appropriate for your learners, at
the right level and have the correct
number of parts. These can be
based around a theme, book or
context your learners are studying.
Learners can act these out in class.
What to do
Think of a topic, book or film your learners are
interested in.
2. Ask AI to create a play based on that topic.
3. Be sure to specify the number of learners to be
included in the play and their age and level of
English.
4. Different versions of the play can be produced so
each group of learners has a unique play to
perform for the class.
Challenges
Doing plays and drama scripts in
the classroom can be time
consuming. Learners need time to
rehearse and learn lines to be able
to use the scripts expressively.
Some learners may be selfconscious about acting. Some
learners may struggle with learning
lines or reading them expressively.
AI activities and resources for English language teachers
Randomising words and sentences
Professional practice: Planning lessons and courses
Description
Benefits
Prompting AI to create word or sentence ordering
activities by randomising the order of the words or
sentences.
You can use these activities with your learners both
in the classroom and for homework tasks.
This helps develop understanding of
syntax at the sentence level or of
coherence and cohesion at the
paragraph level.
Learners can even use AI to create
and check these types of activities
autonomously.
What to do
Find a short text that your learners have studied
recently.
2. Copy and paste it into the AI tool.
3. Ask the AI to randomise the order of the
sentences. Evaluate the text and see if it is
possible to put the sentences back in the correct
order.
4. Give the text to your learners and ask them to
order the sentences correctly.
Challenges
Teachers need to try the activities
themselves to make sure there are
enough clues within the text to make
the task achievable.
If there are too many words in the
sentence or too many sentences in
the text, these types of activities can
be too frustrating and timeconsuming.
Creating branching narratives
Professional practice: Planning lessons and courses
Description
Benefits
Prompting AI to create branching narratives that allow
learners to read together, select options and move
through the story.
These can be based on situations that learners may
encounter in real life or more fantastical ones.
Branching narratives are a great
tool for developing reading skills.
They also involve decision making
and problem solving.
What to do
Think of a situation that your learners might find
themselves in (e.g. catching a train).
Ask AI to create a branching narrative for this
situation and to include some obstacles the reader
should overcome.
Tell it where and when you want the narrative to
start.
Instruct it to provide the reader with options at
each stage and to wait for the reader’s input before
continuing the narrative.
Now try it yourself. See how well it works and if you
can progress through the narrative successfully.
Think about what your learners would learn from
doing this and what support they would need.
If learners work through the
narrative in groups or pairs, they
can also practise their speaking
skills as they make decisions
together.
Challenges
Learners need access to an AI tool
to do this activity. This is not
possible in all classrooms or
homes.
If the prompt doesn’t tell the AI to
wait for the reader’s input, it may
just produce the complete
narrative and options all at once.
AI activities and resources for English language teachers
4. Personalising and adapting materials
AI can create versions of materials that are better suited to your learners’ specific needs and interests. Below
are some examples of this.
Examples of AI tools useful for this section
For adapting and personalising existing text:
Gemini, ChatGPT, Copilot, Perplexity, Poe
Creating personalised stories
Professional practice: Planning lessons and courses
Description
Benefits
Prompting AI to create stories based around your
learners’ context and interests.
This can help make reading and
listening activities more engaging
and memorable for learners.
Learners can also be included as characters in the
story.
What to do
Think of a theme your learners will find
interesting.
2. Ask AI to produce multiple stories based around
this theme (e.g. one for each group of four).
3. Ask it to include the names of learners in each
story.
4. Check the stories and think about how your
learners will respond to being included in them.
5. Share the stories with your learners and see how
they respond.
Challenges
It can be difficult to ensure that all
learners are included equally in a
story. Multiple stories can be
created with the number of
characters matching the number of
learners in a group.
Some learners may not like the
characters they are cast in,
especially if they are negative
characters.
AI activities and resources for English language teachers
Creating discussion prompts
Professional practice: Planning lessons and courses
Description
Benefits
Prompting AI to create discussion questions about
any topic, tailored to the age and level of your
learners.
Interesting discussion questions can
offer learners the opportunity to
develop their fluency and critical
thinking skills in an engaging and
meaningful way.
Teachers can use these for discussion activities or
as warmers at the beginning of a lesson.
What to do
Think of a topic that your learners would be
interested in.
2. Tell AI the age and level of your learners and ask
it to create eight discussion prompts for this topic.
3. Evaluate the prompts and decide which ones you
could use to get your learners talking.
Challenges
AI isn’t always culturally sensitive in
the discussion questions it produces.
Teachers need to select questions
carefully.
Changing the genre of texts
Professional practice: Planning lessons and courses
Description
Benefits
Prompting AI to change the genre of a text. For
example, a children’s story can be converted to a
newspaper report.
Understanding the different
features of a text genre is an
important part of becoming a good
writer.
What to do
Select a text.
2. Ask AI to convert the text into a number of
different genres.
3. Compare the texts and see how they differ in
style and format.
4. Ask the AI to explain the differences and the
changes it has made.
5. Think about how you could use these texts with
your learners.
Challenges
Copying and pasting copyright
materials might be flagged up as a
violation of usage policies by some
AI platforms.
Converting stories to news reports
may also be flagged as a violation
and an attempt to create fake news.
AI activities and resources for English language teachers
Including content from other subjects
Professional practice: Planning lessons and courses
Description
Benefits
Prompting AI to create materials related to other
subjects such as history, geography and the sciences.
Materials that combine language
learning with content from other
subjects can help learners with
their present and future study.
You can ask AI to analyse the language items that
naturally occur in these texts.
What to do
Think of a topic connected to history that your
learners may be interested in.
2. Ask AI to create a short text about the topic along
with some comprehension questions and
vocabulary activities.
3. Evaluate and fact check the materials that AI
produces.
4. Try the materials with your learners and see how
well they work.
Teachers can use this as the basis
for learning approaches including
CLIL (content and language
integrated learning).
Challenges
AI has a tendency to produce
information that is factually
incorrect. Teachers need to be sure
to fact check any content the AI
produces for fact-based lessons.
AI activities and resources for English language teachers
5. Scaffolding learning and improving accessibility
Below are some ways that AI can help you support all of your learners in class.
Examples of AI tools useful for this section
For paraphrasing, glossaries and
descriptions:
For transcribing video and audio:
Otter.ai, Beey, NOVA AI, Fireflies.ai, Sonix
Gemini, ChatGPT, Copilot, Perplexity, Poe
Brainstorming ideas
Professional practice: Planning lessons and courses
Description
Benefits
Prompting AI to help brainstorm ideas for projects,
assignments or materials.
Teachers and learners often need
ideas to help them get started. Getting
AI to start the brainstorming process
can help stimulate more ideas and
break creative blocks.
This can be done by you or your learners.
What to do
1. Think of a problem that the world faces at
present.
2. Tell AI about the problem and ask it to brainstorm
ten possible solutions.
3. Evaluate the solutions and think about which one
would be most likely to work.
4. Think about how you could use these suggestions
with your learners.
5. Decide whether they could add more or evaluate
how likely they are to work.
Challenges
Teachers and learners will still need to
critically evaluate the ideas and AI
presents and be able to use them as a
springboard for generating their own
ideas.
The number and variety of choices
offered by AI can be overwhelming.
AI activities and resources for English language teachers
Creating glossaries
Professional practice: Planning lessons and courses
Description
Benefits
Prompting AI to create glossaries of key words in a text.
Glossaries can help learners record
and review vocabulary.
Learners can use these before or after reading or
listening to a text.
What to do
Teachers can use the glossaries to
generate additional games and
activities for learners.
Select a text that your learners are going to study.
2. Ask AI to pick out the key words and provide short
definitions of them.
3. Check to see if the AI has selected the same word
that you would choose.
4. Check that the definitions are appropriate for the
level of your learners. If not, ask AI to simplify them.
Challenges
The AI may include too many
words, making them overwhelming
for learners. The teacher needs to
ask AI to shorten and redraft
glossaries until they are suitable for
their learners.
Describing images and graphs
Professional practice: Using inclusive practices
Description
Benefits
Prompting AI to describe any images and graphs in
materials.
These help learners with sight
difficulties understand visual
materials.
These make images accessible to all learners and can
be used as models for them to follow.
What to do
Choose an image that you like or would like to use
with your learners.
2. Ask AI to create a description of the image.
3. Evaluate the accuracy of the description.
4. Ask AI to add more detail to the description.
5. Think about how you could use this activity with
your learners.
They’re also useful for learners
taking exams that require them to
describe images or graphs.
Challenges
Some images may be harder for AI
to describe, especially if they are
blurred or unclear. AI may struggle
with more abstract imagery.
AI activities and resources for English language teachers
Paraphrasing
Professional practice: Using inclusive practices
Description
Benefits
Prompting AI to paraphrase text so that it’s simpler
for lower levels.
This helps make sure that all learners
are included in the lesson.
This can be used with classroom materials or texts
read by learners outside of class.
Learners can do this with authentic
materials that they want to read but
are above their level.
What to do
Choose a challenging text that you’d like to use
with your learners.
2. Ask AI to paraphrase the text.
3. Evaluate the new version of the text.
4. Decide if you want to give this simpler version to
all your learners or just those who find reading
challenging.
5. Decide if you want to give them both versions
(e.g. learners reading the simpler version before
the original to help them understand).
Challenges
Paraphrasing a text doesn’t always
make it easier to understand.
Teachers need to check the new
version created and ask AI to redraft
and simplify.
learners may use paraphrasing
prompts to produce written work that
they then try to claim as their own.
Transcribing video or audio
Professional practice: Using inclusive practices
Description
Benefits
Using AI tools to create transcriptions of video and
audio materials.
A script makes videos more accessible
to learners, including those with
hearing and sight difficulties.
Teachers can use the transcriptions for the
development of learning materials or to support
learners with hearing challenges.
Teachers can easily turn scripts into
language activities and materials.
What to do
Find a video that you would like to use with your
learners.
2. Use AI to transcribe the video.
3. Check the script to make sure it’s accurate.
4. Think about how you can use the script with your
learners.
5. Decide which language items you would like
them to learn from the script.
Challenges
AI may find some accents and dialects
harder to transcribe than others.
Teachers need to check for errors in
the transcripts.
AI activities and resources for English language teachers
6. Acting as a practice partner
Learners can interact with AI to practise using English in real time. Below are some examples of how you can
encourage this both in and outside of class.
Examples of AI tools useful for this section
For communicating in real time:
Gemini, ChatGPT, Copilot, Perplexity, Poe
Acting as a role play partner
Professional practice: Planning lessons and courses
Description
Benefits
Prompting AI to become a role play partner for
learners.
This kind of practice helps to
develop both fluency and accuracy.
You can specify the roles that the AI and learner
play, the situation or context, and the level of
language and formality.
Practising with a bot is less
stressful than with a real person or
in real life.
What to do
An AI bot will keep practising with
them for as long as they want it to.
Think of a role play your learners have done
together recently.
2. Tell AI the situation and aim of the role play, and
which of the two roles it will play.
3. Instruct AI to take turns with you.
4. Enter the prompt and work through the role play.
5. Look at what you both said and see what
interesting language emerged.
6. Think about how you could use the roleplay
prompt and resulting script with your learners.
Challenges
The AI may produce both parts of
the role play if it’s not told to wait
for the learner to respond before
proceeding with the dialogue.
The language level of the
interaction may start to become
too challenging for the learner.
AI activities and resources for English language teachers
Acting as co-writer for assignments
Professional practice: Planning lessons and courses
Description
Benefits
Prompting AI to co-write a writing assignment by
writing alternating paragraphs with a learner.
Working with the bot as a writing
partner can also help the learners
come up with new ideas that push the
level of their language skills.
This can be done in class or by the learners at home.
What to do
Note down the plot outline of a story. Include a
hero, villain, setting, back story and the main
source of conflict between the hero and villain.
2. Ask AI to co-write a story with you. Tell it you will
each take turns to add a paragraph.
3. Add the plot outline you have created. Tell AI to
write the first paragraph.
4. Once AI has written the first paragraph, add the
next paragraph yourself. Continue for a few more
paragraphs.
This can be used for different kinds of
writing (e.g. essays, dialogue scripts,
biographies).
Challenges
The learner may be tempted to input a
minimal amount of text themselves
and rely on the AI bot to do most of
the work.
5. Think about how you could help your learners to do
this themselves.
Making writing communicative
Professional practice: Planning lessons and courses
Description
Benefits
Prompting AI to respond in character to learners’
written communications.
This makes learners write as they
would in real life.
Learners write a message and instantly receive a reply.
Learners can practise with different
kinds of written communication (e.g.
Social media messages or comment
threads; formal and informal emails).
What to do
Prompt AI to become a customer support operator
for a school.
2. Tell it that you’ll write to it with a complaint about
the school and that it should reply to your
complaints.
3. Write a message complaining about some aspect
of the school.
4. When AI replies, respond to its message and try to
keep the exchange going for up to four messages.
5. Look at your exchange with the AI and see what
useful language you could extract from the
interaction.
Challenges
Teachers will need to think carefully
about how they design the prompt so
that the AI responds in the character
of the person the learner would be
writing to.
AI activities and resources for English language teachers
Imitating people
Professional practice: Using inclusive practices
Description
Benefits
Prompting AI to act as a famous or fictional person
that learners can then interview.
This can be a motivating way to
practise language skills and build
knowledge about historical figures
or people from other cultures and
backgrounds.
The learners can work in groups to do this in class
or individually at home.
What to do
Create a fictional persona of someone from a
different culture or background to your
learners.
2. Include their name, where they’re from and
some information about their personality and
background.
3. Ask AI to answer questions as that person,
using the first person ‘I’.
4. Interview the AI and decide if this would be a
suitable activity for your learners.
Learners may be motivated to
communicate with what appears to
be a famous person.
Challenges
Learners can get overexcited due to
the novelty of this type of interaction.
This can affect their focus and the
quality of the questions they ask.
Asking AI to imitate real people raises
some ethical issues regarding
identity and the people’s right to
control how their identity is used.
Debating partner
Professional practice: Using digital technologies
Description
Benefits
Prompting AI to be a debating partner for learners.
This gives learners the opportunity
to express their views without
feeling self consciousness.
Once they have debated, the teacher can use the
interactions as the basis for language-based tasks
and help the learners extract useful expressions
from the interaction.
What to do
Think of a debate topic that your learners might
be interested in.
2. Tell AI to take the opposite view to your own.
Instruct it to engage with your arguments and
try to prove them wrong.
They also have the chance to learn
from a knowledgeable other (the AI
bot), which may help them to
expand their ideas and improve
their critical thinking.
Challenges
3. Have a debate with the AI and see how well it
argues its case.
In class, it can be difficult for the
teacher to monitor and be aware of
the interactions each learner’s
having with the AI.
4. Think about whether you need to edit and
improve your prompt or whether it’s ready to
use with learners.
The learners may lack the ideas to
engage fully with the AI, especially
if the AI’s arguments are strong.
AI activities and resources for English language teachers
7. Acting as a collaborator and mentor
Below are some examples of how you and your learners can use AI as a knowledgeable assistant that supports
and guides your learning.
Examples of AI tools useful for this section
For providing guidance and feedback:
Gemini, ChatGPT, Copilot, Perplexity, Poe
Acting as a mentor
Professional practice: Understanding and developing my professional identity
Description
Benefits
Prompting AI to become a socratic mentor to help you
develop your knowledge of any subject area.
This is an interactive way of learning
that encourages teachers and
learners to question and build on their
existing knowledge. It can be more
memorable than passive reading.
This could also be useful for motivated older learners.
What to do
1. Tell AI that you want it to question and develop
your knowledge using the socratic method of
questioning.
2. Tell it the topic you want to focus on, for example,
‘inclusion in the English language classroom’, then
answer its questions.
3. Ask for help if you can’t answer any of the
questions.
4. Try to answer ten questions and then reflect on
what you have learned from the process.
Challenges
Teachers and learners need to be
motivated and self-disciplined to get
the most out of this method.
AI activities and resources for English language teachers
Evaluating ideas
Professional practice: Assessing learning
Description
Benefits
Prompting AI to evaluate and give feedback on
project ideas you have for your classes.
Getting an outside opinion can help
teachers to reflect on and improve
the ideas they have for their
classes.
You can ask for different kinds of feedback (e.g. pros
and cons, SWOT).
What to do
Think about a project you would like to do with
your learners.
2. Tell AI you would like it to evaluate your idea for a
learner project.
Challenges
Teachers need to be confident
enough to reject feedback that they
think is less useful.
3. Tell the AI it can ask you questions in order to
evaluate your idea.
4. Enter your prompt and answer the questions it
asks you.
5. See what assessment it gives of your idea.
6. Decide how valuable you think the AI’s input is and
how it would improve your project idea.
Individual learner support
Professional practice: Using inclusive practices
Description
Benefits
Prompting AI to give learners feedback on their
work and create activities that help them to address
their weaknesses and develop their strengths.
AI can give feedback and create
activities that are specific to an
individual learner’s needs.
What to do
Learners can be taught how to do
this independently.
Take an example of some learners’ work.
2. Ask AI to evaluate it. Once it has produced the
evaluation, ask it to design tasks to help the
learner improve.
3. Try one of the activities and then ask AI to
evaluate what you produce.
4. Then ask for another activity to help you
improve.
5. Reflect on this process and think about whether
your learners would benefit from it.
Challenges
Using AI in this way requires a
series of prompts and learners
need to be taught how to do this.
Teachers should still regularly
check the work that learners are
doing and provide their own
feedback.
AI activities and resources for English language teachers
Acting as a motivational friend
Professional practice: Understanding and developing my professional identity
Description
Benefits
Prompting AI to act as a motivational friend or buddy
for learners.
Providing some form of virtual friend
for learners to interact with in English
can help them gain emotional support
at the same time as practising their
English.
This can provide support and an opportunity to
reflect on their day using English.
What to do
Tell AI you want it to act as a friend and offer
practical suggestions and emotional support
when you share the events of your day.
2. Enter the prompt and then tell it about something
that happened to you.
3. Go back to the prompt each day for ten days and
share something each day.
4. At the end of the ten days reflect on your
experience. How has this impacted the way you
feel about those experiences? How has it
impacted the way you feel about the AI chatbot?
Would your learners benefit from this kind of
prompt?
Challenges
In order for this to be effective,
learners need to suspend disbelief
and build a relationship with the AI.
This isn’t always possible.
Some learners may become too
engaged with the AI, at the expense of
real-world relationships.
AI activities and resources for English language teachers
8. Helping teachers plan and assess
Below are some ways you can use AI to support your lesson planning.
Examples of AI tools useful for this section
For providing planning ideas and guidance:
Gemini, ChatGPT, Copilot, Perplexity, Poe
Planning lessons using specific approaches
Professional practice: Planning lessons and courses
Description
Benefits
Prompting AI to create lesson plans using different
methodological approaches.
This can help teachers experiment
with different approaches to the
same lesson.
What to do
Ask AI to plan a lesson for your learners.
2. Tell it the level, age and interests of your
learners. Also tell it the length and aims of the
lesson.
3. Ask for a specific pedagogical approach for the
lesson (e.g. task-based learning, guided
discovery).
4. Once the AI has produced the first lesson plan,
ask it to rewrite the plan using a different
approach.
5. Compare the two plans and decide which one
would be most effective for your learners.
Teacher educators and trainers can
create a collection of example
lesson plans for their trainee
teachers to study and analyse.
Challenges
Teachers may be tempted to use
the plans without fully examining
and evaluating them. It’s important
that they make time to check and
adapt these for their learners.
AI activities and resources for English language teachers
Providing context for language use
Professional practice: Knowing the subject
Description
Benefits
Prompting AI to provide examples of situations and
contexts in which particular language structures are
commonly used.
This can help teachers choose
authentic contexts to introduce and
practice language structures.
What to do
It can help learners to see clear
examples of where and when they can
use different structures.
Choose a grammar point or structure.
2. Ask AI to suggest contexts in which the structure is
used in real life.
3. Ask the AI platform to produce a short script using
the structure and one of the suggested contexts.
4. Check the script and decide how you might use it
and the context in your class.
Challenges
Many grammar structures have
multiple meanings and uses so
teachers will need to select the
contexts that best fit what they want
to teach.
Designing classroom projects
Professional practice: Planning lessons and courses
Description
Benefits
Prompting AI to produce project-based assignments
and lessons for your learners.
Project based learning can develop a
range of skills including learner
independence, critical thinking,
collaboration and language skills.
What to do
Describe your learners to the AI and ask it to
suggest some suitable topics for project-based
learning (PBL).
2. Choose one of the topics and ask AI to design an
outline for a project based on this topic.
3. Tell it to use project-based learning methodology.
4. Evaluate the outline it produces and think about
how you could adapt this to use with your learners.
Challenges
AI can suggest project-based topics
and activities. However, the teacher
will still need to have the classroom
skills and knowledge to select the best
options and deliver the lessons
effectively.
AI activities and resources for English language teachers
Suggesting course structures
Professional practice: Planning lessons and courses
Description
Benefits
Prompting AI to create or redesign a course/syllabus
that’s better suited to the specific needs and interests
of your learners.
This can be a complex process for
a teacher working alone, but AI can
rewrite a syllabus in minutes.
What to do
Describe a course that you would like to teach to
the AI.
2. Include the type, age, level and interests of the
learners the course is intended for.
3. Ask AI to generate a syllabus for the course.
4. Resubmit your prompt three times so you have
three different versions.
5. Compare the three syllabi and decide which one
you prefer. Think about how you could combine
the best parts of each syllabi to make a final
version.
AI can be told to consider specific
cultural sensitivities and special
educational needs when it creates
the syllabus.
Challenges
Less experienced teachers may not
feel confident enough to disagree
with the AI’s design decisions.
Teachers need to remember that
they know their learners best.
Creating rubrics for evaluating assignments
Professional practice: Assessing learning
Description
Benefits
Prompting AI to create grading rubrics for an
assignment that include descriptions of each grade.
Grading rubrics can help keep
marking fair and standardised.
What to do
Sharing these with learners helps
them understand how they can
complete an assignment well..
Describe one of your assignment tasks to the AI.
2. Tell it to create criteria for evaluating this
assignment at three levels; excellent, OK and
needs work.
3. Ask it to also create the criteria for each of
these levels.
4. Look at the criteria created and decide if they’re
usable.
5. Think about whether you need to edit and/or
translate the criteria before using them with
your learners.
Challenges
The rubrics are unlikely to be
perfect the first time. Teachers may
need to refine their prompts and
then edit the output to produce
something that’s suitable for their
learners.
AI activities and resources for English language teachers
9. Supporting teachers’ professional development
AI can help you with your professional development as a teacher. Below are some examples of how AI can
do this.
Examples of AI tools useful for this section
For supporting reflection and learning:
Gemini, ChatGPT, Copilot, Perplexity, Poe
Guiding teacher reflection
Professional practice: Understanding and developing my professional identity
Description
Benefits
Prompting AI to guide you through different methods
of reflection. This can help you gain knowledge from
your own teaching experiences.
Using AI as a guide through a
reflective process can help teachers
to reflect on their teaching
experiences objectively and
constructively.
What to do
Think of an area of your teaching you want to
improve.
2. Ask AI to guide you through a reflection process
using Gibbs’ Reflective Cycle.
3. Instruct AI to ask you a question and wait for your
reply before moving on to the next question.
4. Answer AI’s questions as it guides you through the
reflective process.
5. Once you have completed the cycle, reflect on the
experience and think about how you have
benefitted.
AI can guide teachers through a range
of reflective cycles, including Gibbs’
Reflective Cycle and Kolb’s
Experiential Learning Cycle.
Challenges
Although AI can guide the teacher
through a reflective process, the AI
doesn’t have teaching experience.
This should be seen as a supplement
rather than a replacement for
interaction and discussion with real
practising teachers.
AI activities and resources for English language teachers
Exploring different methodologies
Professional practice: Understanding and developing my professional identity
Description
Benefits
Prompting AI to explain the differences between
different pedagogical approaches and provide
examples of these.
This can help teachers to step
outside of their comfort zone and
develop their own teaching.
You can ask it to make example lesson plans for you
to try.
What to do
Ask AI what methodologies and approaches are
commonly used in English language teaching.
2. Once you have a list choose one you are not
familiar with and ask AI to explain how the
methodology works.
Challenges
Teachers may be tempted to try too
many different methodologies too
quickly. Try to introduce new
approaches gradually and in a
structured way.
3. Read the explanation and then ask AI to provide
you with a 60 minute lesson plan using this
methodology.
4. Include the aim of the lesson and the level of your
learners.
5. Read through the lesson plan and decide if it will
work with your learners.
Designing action research projects
Professional practice: Understanding and developing my professional identity
Description
Benefits
Prompting AI to create action research projects to
help you explore your own classroom practices and
overcome challenges.
Action research can help teachers
address challenges they face in the
classroom and learn more about
how their teaching methods affect
their learners.
What to do
Think about an area of your classroom practice
you would like to improve.
2. Tell AI that you want it to help you construct an
action research project to improve your
teaching in this area.
3. Tell it to ask you questions that will guide you
through this process.
4. Answer questions AI asks and then read its
suggested approach.
5. Ask it to redraft and/or make any changes you
think are necessary.
Challenges
AI may be able to suggest changes
to classroom behaviour and
techniques. However, it can’t be
present in the classroom to help
the teacher collect data and
measure the impact of these
changes.
AI activities and resources for English language teachers
Creating a learning journey
Professional practice: Understanding and developing my professional identity
Description
Benefits
Prompting AI to break down a topic you wish to study
into small steps. AI can then guide you slowly though
these steps.
Some teachers have limited access to
professional development and a
knowledgeable mentor. AI can provide
this for free.
Teachers can use this to help with their professional
development.
What to do
Splitting topics into micro steps can
make it easier for busy teachers to
find time for learning.
Think of a topic related to your teaching that
you’d like to know more about.
2. Tell AI that you’d like to learn more about this
topic.
3. Ask it to break the topic down into 1000 micro
learning steps, guide you through each step and
test that you have understood.
4. Work through the first 10 to 20 steps and
evaluate your progress.
5. If you are finding it too easy or too difficult, tell
the AI to make changes.
Challenges
Any kind of long term independent
study takes a level of self discipline
and determination.
Writing a prompt for this kind of
guidance requires some trial and
error.
AI activities and resources for English language teachers
Providing teachers with useful language
Some teachers may benefit from useful language suggestions when carrying out complex or repetitive tasks.
Below are some examples of how AI can provide teachers with these suggestions.
Examples of AI tools useful for this section
For suggesting useful language:
Gemini, ChatGPT, Copilot, Perplexity, Poe
Creating scripts for presentations
Professional practice: Planning lessons and courses
Description
Benefits
Prompting AI to create scripts for presentations
based on a short description of the slide content
and goals of the presentation.
Scripting presentations can be
challenging, especially for new
teachers. AI can provide a starting
point to work from and useful
phrases to use.
What to do
Think about the stages involved in presenting a
specific language point.
2. Write down the stages, then ask AI to produce a
script for a presentation that includes a slide for
each of the steps you describe.
3. Evaluate the script and check to see if it covers
all of the information your learners would need.
4. Make sure that the presentation will involve the
learners and not go on too long.
Challenges
This may encourage teachers to
give long, teacher-centred
presentations that don’t engage
their learners effectively.
Teachers still need to edit the script
and check that all of the main
points are covered.
AI activities and resources for English language teachers
Report card comments
Professional practice: Assessing learning
Description
Benefits
Prompting AI to produce a varied list of report card
comments for learners.
It can be challenging for teachers to
come up with new and different ways
of expressing their views and opinions
about large numbers of learners.
These can help teachers add more variety to their
learners’ report cards.
What to do
Think of an area that your learner needs to
improve and an area where they’re performing
well.
2. Ask AI to produce a list of up to ten comments to
express each of these for a learner’s report card.
3. Include the topic your learners are studying and
their age in your prompt.
4. Once the AI has produced the lists of comments,
look through them and choose some that work
for your learner.
5. Think about how you would need to edit the
comments.
AI can help teachers generate a
selection of varied and appropriate
report card comments.
Challenges
Teachers need to check that the
comments accurately express what
they want the learner and their
parents to know, and make edits as
needed.
Teachers may be tempted to overuse
a limited selection of comments
without really thinking about how
accurately they apply to the learners.
AI activities and resources for English language teachers
Section 3
Resources
This pack is part of a broader British Council project which includes published research and the development
of guidelines for the ethical and effective use of AI in education. The links below detail some of this guidance.
More AI-based resources for teachers
The British Council’s TeachingEnglish website has lots of free tools and resources to help English
language teachers.
This professional development pathway contains links to a range of articles and tools that will help you
gain the knowledge, skills and confidence you need to effectively integrate AI into your teaching.
British Council research on AI in education
There are a number of British Council publications to widen your perspectives on the use of AI in ELT.
Download the report Artificial intelligence and English language teaching: Preparing for the future for an
overview of how ELT is incorporating AI.
You can also watch the authors of the report present their findings at the 2024 IATEFL conference.
This resource pack provides English language teachers with a
comprehensive toolkit for integrating AI-based activities into both
classroom instruction and continuing professional development. Each
activity includes clear, step-by-step instructions, highlighting benefits for
both students and teachers while also addressing potential challenges
and risks related to AI-produced content and student interaction.
Additionally, the resource includes essential guiding principles for safe
and effective AI use, along with tips for crafting effective prompts. With
these practical tools and insights, this guide serves as an invaluable asset
for English teachers eager to harness AI thoughtfully and responsibly in
their teaching practice.
http://www.britishcouncil.org