This time I am going to share how we can use Claude live in class to first generate short text messages and then create chunk-enriched versions in order to raise awareness of common formulaic language typical of text messages. Next, we would encourage our students to write their own messages, incorporating this useful language.
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Today I would like to share an AI-powered lesson aimed at engaging students with a series of tasks focusing on useful vocabulary and expressions for talking about movies. The lesson includes a reading component, analyzing lexis with a critical mind and getting students to write their own movie reviews.
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In Lesson Makeover 1 I used ChatGPT to create additional lesson materials based on the content and objectives from a double-page spread of a coursebook lesson, focusing on section 2A. Now, I will move on section 2B to develop more resources to foster greater motivation and engagement in the language classroom.
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Have you ever tried having your students keep journals in the language classroom? This can be done using personal notebooks or digital tools, allowing students to record their thoughts and ideas. Journals are very useful as language learning tools because they help build the habit of writing regularly. Good habits learn the foundation for consistent progress.
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Today I am going to show a couple of examples of how ChatGPT can generate rubrics for assessing students’ work and performance. A rubric is an assessment tool that outlines specific criteria for grading or evaluating student work in specific areas such as grammar accuracy or use of vocabulary. It includes a scoring scale and descriptors that define levels of performance. Rubrics provide students with feedback on strengths and areas for improvement, making grading more objective and transparent.
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Recontextualisation is a process that extracts text, signs or meaning from its original context and places it in another context. This time we are going to ask Gen. AI to turn a song into a haiku.
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As language teachers, we try to prepare students for the different types of writing they encounter in exams, such as essays, emails, reports, reviews, or proposals. However, we often miss out on other types of writing that are much more common nowadays. I am referring to posts on social media.
Continue reading “Social media discourse”
Today’s task is a straightforward one. It’s simply a matter of asking Gen. AI to identify and fix possible grammar, spelling or coherence issues or to offer insights into word choice and register.
Continue reading “Proof reading”
This time we are going to create prompts for ChatGPT to generate tailor-made content for grammar practice. Students can use these types of prompts at home to get further practice on what they have been working on in class.
Continue reading “ChatGPT as grammar teacher”
Today I want to create a model of a “for and against essay” using Gemini for a class of advanced learners. Then, we can make copies for the students and, in class, focus mainly on how the essay is organized and on the use of interesting linking words for the students to write their own essays on a different topic.
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AI in ELT 