Used the Video Overview function in Google NotebookLM to generate a video

 This Gen-AI function is magnificent. Thanks to Mr Simon Lau who alerted me to the 'Generate Video Overview' function inside Google NotebookLM. I had a go with the topic 'What is self-regulated learning?' The resulting video, which has very lively voiceover narration, is not just a readaloud of bullet points. Instead, it's a very well-planned and effective presentation of the target topic. The visuals marvellously support the voiceover presentation. 

What I did: 

1. I went to a chatbot, and asked 'What is self-regulated learning?'. 

2. Saved the output as a PDF file. 

3. Went to Google NotebookLM. 

4. Uploaded the PDF file as a 'source'. 

5. On the NotebookLM, click on 'Video Overview'. The app started to generate the video. 

That was all I did (which took me less than 5 minutes). Imagine the number of hours I had to put in if I were to produce this video myself from scratch!!

https://youtu.be/OmapznvhvNk?si=MCI3Cd4YDOAA1C3r

Using a chatbot to grade an essay and suggest improvements: Useful results

 It's not news that chatbots can grade, and comment on, an essay. What about their ability to suggest ways to improve the essay? 

I tried that with Perplexity. 

STEP ONE

After going through the usual steps and getting the grades and comments (Content, Organisation, Language) on a tryout essay, I asked the Chatbot to give me suggestions for improving the Language dimension of the essay. Below is the Output: 

OUTPUT

Certainly! Here are some suggestions to improve the essay specifically in terms of Language:

1. Correct Minor Errors:

   • Change all instances of "Al" to "AI" to avoid confusion and show attention to detail.

2. Vary Sentence Structures:

   • Introduce a mix of simple, compound, and complex sentences to make the essay more engaging and demonstrate grammatical range.

   • For example, instead of repeating "AI companies have a duty...," try:
     "Because AI companies create and control the technology, they bear a significant responsibility to ensure user safety."

3. Use More Precise and Varied Vocabulary:

   • Replace common words with more precise alternatives or add synonyms to avoid repetition. For example, instead of repeatedly saying "dangerous" or "risky," use terms like "hazardous," "threatening," or "harmful."

   • Use academic linking words and phrases (e.g., "Moreover," "Furthermore," "On the other hand," "Consequently") to improve flow and coherence.

4. Use Modal Verbs and Conditionals for Nuance:

   • Add modal verbs (should, must, might, could) to express degrees of responsibility or possibility, which will make arguments sound more nuanced and careful.

   • For instance, "AI companies should implement safety measures" vs. "Parents could play a crucial role in monitoring usage."

5. Add Cohesive Devices:

   • Use pronouns, substitutions, and conjunctions to connect ideas smoothly, preventing choppiness. For example, instead of repeating "AI companies" every time, use "they," "these companies," or "such organizations."

6. Practice Parallelism:

   • When listing ideas or contrasting views, maintain parallel structure for clarity and rhythm.

   • Example: "AI companies must detect harmful content, block inappropriate messages, and protect users' privacy."

7. Expand Use of Formal Academic Style:

   • Avoid overly casual expressions or contractions. Maintain a formal tone suitable for essay writing.

In summary, improving language involves accuracy, variety, precision, and fluency. Paying attention to these will make the essay clearer, more engaging, and more professional.

STEP TWO

I asked the chatbot to revise a specific part of the essay to show these improvements in action

OUTPUT:

BOTTOM LINE: 

1. The improvement suggestions are quite concrete and useful. 

2. The comparison between the original paragraph and the revised paragraph provides concrete examples to Ss how they can improve the Language of an essay. 

The Opera browser has free VPN so I can now access Gemini, NotebookLM, ChatGPT ......

 Just learnt from a friend's FB friend that the Opera browser has a free VPN service. 

I installed the browser, chose 'optimal VPN location', and tried accessing Gemini, NotebookLM, ChatGPT ....

Viola!  And it's all free!

Using Grok to create a study guide for HKDSE Writing

I used Grok 4.0 inside POE. 

INPUT (prompt by Jenny Leung) 

I want to create a revision guide
booklet about the most common
text types for HKDSE students
for revision.
In the booklet, it should cover
text structure of each text type,
10 suggested topics for students
to pratise, with one sample
essay that will get a level 5* and
a sample essay that will get a
level 3. Suggestions on how to
brainstorm ideas, vocaublary list
especially on transition,
connecting, and adjectives
regarding the topic / text type

OUTPUT

https://poe.com/preview/5hClmcbToeeux1YviWHu

Having WORD (web version) and Copilot work together:

 Having WORD (web version) and Copilot work together:

WHAT I DID

1. Opened Edge

2. Opened CUHK Microsoft 365. 

3. Opened WORD. 

4. Clicked on the Copilot icon at the top right. The Copilot right-hand pane appeared. 

5. Typed my prompt in the prompt box. 

6. Obtained an output. 

7. copied the output into the opened WORD document. 

BOTTOM LINE

a. Not sure how useful this is in the medium term, as you can also generate answer from another chatbot, and copy into WORD. 

b. I tried opening a WORD file in my onedrive, which was fine. But when i asked the opened right hand copilot pane to summarise the WORD file, Copilot said the content was not available. 

Summarised a PPT as an overview infographic using Copilot

 Just tried using Copilot to summarise a PPT as an overview infographic. The result is not bad. 

The PPT I used: 

Jenny Leung's July 17 PPT: 20250717&18_Face to Face_AI in Eng.pptx

OUTPUT by Copilot: 

Generated a welcome email to students enrolled on Phonetics and Phonology for English Language Teaching.

 According to Perplexity, Claude Sonnet is good at Writing. Hence, I tried the following with Claude Sonnet 3.7 (under POE)

INPUT: 

i am a university teacher teaching a course on Phonetics and Phonology for English Language Teaching. The students are inservice ESL teachers in Hong Kong. The course will start in September. I would like to send them a welcome email in which I will state the importance of phonetics and phonology for language teachers, as well as the important of them following the course conscientiously.

Please create 2 versions of this email. Version 1 is more friendly and informal. Version 2 is more formal and serious in tone.

OUTPUT: 

https://poe.com/s/diw97Z4ceaD7WsbciTBd

Here are two versions of a welcome email for your Phonetics and Phonology course:

Version 1: Friendly and Informal

Subject: Welcome to our Phonetics & Phonology Adventure! 🎵

Dear ESL Teachers,

I hope this email finds you enjoying the last bits of summer! I'm thrilled to welcome you to our Phonetics and Phonology for English Language Teaching course starting this September.

First off, thanks for choosing to invest in your professional development. As fellow language enthusiasts, I think we can all agree that pronunciation is often that "tricky bit" in our teaching that sometimes gets overshadowed by vocabulary and grammar. Yet, it's the difference between your students saying they "focused on their goals" versus something accidentally inappropriate! 😉

This course will equip you with practical tools to:

• Diagnose your students' pronunciation challenges (especially those unique to Cantonese speakers)
• Teach English sounds systematically rather than through correction alone
• Boost your confidence in teaching intonation, stress, and rhythm

To get the most from our time together, I'd encourage you to:

• Attend sessions ready to make strange sounds (yes, we'll all look silly sometimes!)
• Practice between classes (even 10 minutes daily makes a huge difference)
• Bring real examples from your classrooms for us to workshop together

The concepts we'll cover aren't just academic theory—they're practical skills that will immediately enhance your teaching toolkit and your students' learning experience.

Looking forward to meeting you all and having some fun with phonemes!

Warm regards,
[Your Name]

P.S. Feel free to email me if you have any questions before we start!

Version 2: Formal and Serious

Subject: Course Commencement: Phonetics and Phonology for English Language Teaching

Dear Colleagues,

It is my pleasure to welcome you to the Phonetics and Phonology for English Language Teaching course, which will commence in September 2025 at the University.

The significance of phonetics and phonology in language education cannot be overstated. As professional educators serving the Hong Kong ESL community, a thorough understanding of these linguistic disciplines will substantially enhance your pedagogical effectiveness. Research consistently demonstrates that explicit instruction in pronunciation significantly improves learners' comprehensibility, confidence, and overall communicative competence.

This course has been meticulously designed to provide you with:

1. A comprehensive theoretical framework of English phonology
2. Contrastive analysis between English and Cantonese phonological systems
3. Evidence-based methodologies for pronunciation instruction
4. Assessment strategies for phonological development

To maximize the educational outcomes of this course, I strongly encourage your consistent and thorough engagement with all aspects of the curriculum. This includes:

• Punctual attendance and active participation in all sessions
• Timely completion of assigned readings and practical exercises
• Application of concepts in your teaching contexts
• Critical reflection on pedagogical approaches

The knowledge and skills acquired through this course will serve as valuable professional assets throughout your teaching careers, enabling you to address one of the most challenging yet essential aspects of language acquisition.

I look forward to our scholarly collaboration in the upcoming semester.

Yours sincerely,

[Your Name]
Professor of Applied Linguistics

Generating a set of reading comprehension questions from a news report hyperlink

 Following Ms Jenny Leung's example, I generated a set of reading comprehension questions based on a newspaper report with reference to the HKDSE curriculum.

Below, the prompt is mainly the one used by Jenny Leung. I used another newspaper report hyperlink. 

PROMPT

I am an ESL teacher in Hong Kong teaching HKDSE curriculum. I am creating a reading comprehension exercise for my secondary 6 students preparing for the HKDSE exam. Here is the news I want them to read. 

https://www.scmp.com/news/world/europe/article/3319765/trump-and-european-officials-talk-trade-tariffs-scotland?module=top_story&pgtype=subsection

I need to generate reading comprehension questions in HKDSE English reading paper format. Can you create the questions for me? There should be a variety of question formats including MC questions, short answer questions, fill in the blanks and a few long answer questions. The focus should be on language and reading skills.

=======================

OUTPUT: 

Here is a set of HKDSE-style reading comprehension questions based on the news article "Trump and European officials talk trade, tariffs in Scotland." The questions include a variety of formats (multiple choice, short answer, fill in the blanks, and long answer) and are focused on developing language and reading skills, inference, and comprehension.

PART A: Multiple Choice

1. What was the main purpose of President Trump's meeting with European Commission President Ursula von der Leyen in Scotland?

   • A. To discuss the expansion of his golf resorts.

   • B. To finalize the details of a new transatlantic trade deal.

   • C. To resolve a personal dispute.

   • D. To attend a sporting event.

2. According to the article, which of the following best describes the mood surrounding the possibility of reaching a trade deal before the meeting?

   • A. Certain

   • B. Hopeless

   • C. Unclear, with a 50-50 chance

   • D. Celebratory

3. What did President Trump insist regarding US import taxes during the negotiations?

   • A. He was willing to go below 10%.

   • B. He would not go below 15%.

   • C. He wanted to eliminate all tariffs.

   • D. He would accept any offer from the EU.

PART B: Short Answer

4. According to the article, what would happen if no deal was made between the US and the EU?

5. What sector in the EU was specifically mentioned as being affected by the new baseline levy?

PART C: Fill in the Blanks

6. The new agreement includes a _____% tariff on EU goods entering the United States, which replaced the previously threatened rate of _____%.

7. President Trump's five-day visit to Scotland was mainly centered around _____ and promoting his _____.

PART D: Vocabulary and Language Skills

8. Find a word or phrase in the article that means "to bring something to completion after difficulties or negotiations."

9. According to the article, what does the word "framework" in the phrase "struck a framework trade deal" most closely mean?

   • A. An outline or basic structure

   • B. A building material

   • C. An obstacle

   • D. A conclusion

PART E: Long Answer (Extended Response)

10. In your own words, explain what both President Trump and the European Commission President hoped to achieve during their meeting in Scotland. Support your answer with evidence from the passage.

11. Evaluate the likely impact of the agreed baseline 15% tariff on the relationship between the US and EU. Consider the reactions of European companies and the initial ambitions of the EU side in your answer.

PART F: Inference and Critical Thinking

12. Why do you think Trump chose to meet at his Turnberry resort in Scotland rather than in a formal government office? What effect might this have had on the atmosphere or outcome of the talks?

These questions are designed to challenge students’ comprehension, vocabulary, inference, and analytical skills, which align with HKDSE reading examination standards1234.

https://www.perplexity.ai/search/i-am-an-esl-teacher-in-hong-ko-8PdyZeO8SHSX_fzVfA8LFA

Created a set of 4 images on SRL using Canva AI

 Canva AI > Create an Image

PROMPT

1. SRL Cycle for Language Learners
   A circular flow diagram with three phases: Forethought, Performance, and Self-reflection.
   Each phase has a smiling student character engaged in activities like goal-setting, practicing speaking, and reviewing notes.
   Colorful icons (target, speech bubble, checklist) illustrate the cycle.

OUTPUTS (4 versions)

Example version: 

BOTTOM LINE

Did a much better job than Perplexity. 

Created a vocab-hover-tooltip reading passage with POE and Canva AI

 In my previous attempt, I asked Perplexity to create the HTML code which I then used in POE's Create Canvas app, and then with Canva AI. 

Both apps succeeded. But POE created an interactive page which spanned across the whole screen. Canva AI did a better job. 

Then, i thought 'why don't I just use a normal prompt directly to get POE and Canva AI to create that hover tooltip passage. 

PROMPT

Create an interactive app that helps ESL students understand the passage below. There are 7 words in the passage that the ESL students may not understand. While reading, If they do not understand one of those 7 words, they will hover their cursor over the word, and then the meaning will pop up.

The passage:
A huge farm in northern Hong Kong was submerged in around three hours during Typhoon Wipha, causing about 70,000 sunflowers to wilt and leaving a 73-year-old farmer with six-figure losses.

Leung Yat-shun, a farmer at Shun Sum Yuen farm in San Tin, said on Saturday that he and three colleagues had spent about 10 weeks to grow tens of thousands of sunflowers to shoulder height, but their efforts were in vain within hours of Typhoon Wipha hitting the city last weekend.

“During the typhoon, the flood rose rapidly, reaching chest level in around three hours. The water was so rapid that I could not enter the farms and could only watch [the sunflowers flood],” he said.

Leung said the farm had suffered six-figure Hong Kong dollar losses, but it was difficult to calculate the exact amount.

The flower farm, near the border with mainland China, makes a large part of Leung’s income by charging visitors a fee of HK$50 (US$6.40) to enter and take pictures.

The 7 words which they may not understand: submerge, wilt, colleague, flood, suffer, calculate, border

=================

OUTPUT: 

poe: 

https://poe.com/preview/au8Wvip1E5sRchqriDcI

Canva AI:

https://paulsze.net/passage-hover-tooltips-vocab

Bottom Line: Both apps have done quite a good job. 

Created an interactive text with word-definition pop-ups in Canva AI

 https://paulsze.net/popup-definition-text

The original idea came from Google's AI for Educators Course. 

One lesson in the course was about using AI for differentiated instruction. One of the possibilities mentioned is to create an interactive text that has some pop-up definitions for words that may be difficult to some learners. 

1, I went to Perplexity:

- pasted in a short paragraph,

- named three words which would be turned into pop-ups (I did not provide the meanings of the 3 words)

- said I wanted an interactive task. 

2.  Perplexity returned an HTML text. It is not interactive yet. 

3. I copied the HTML text, went to Windows Notepad, pasted in the text, and saved it as an HTML file. 

4. I opened it a Chrome. It worked. But the text spanned across the whole screen. I didn't know how to format the page (in Notepad). 

5. I went to POE's create Canvas app; pasted in the HTML text; and asked it to generate the interactive artifact. It worked, but the formatting was the same: it spanned across the whole screen. 

6. I went to Canva AI, and repeated the step. Voila, it ended up with the above interactive text, nicely formatted.  

Sitting in on an AI-powered English lesson for new S1 students

 So glad to have the opportunity to sit in on an AI-powered English lesson for new S1 students. The main students' learning task was to generate an image about their new school life. In the process, the students learnt something about prompt engineering, and the language they could use to write an effective prompt to achieve that end. 

The new S1 students were entralled throughout. A very meaningful activity for an S1 bridging program.

Specifying a sequence in a prompt when consulting a Chatbot

This is one reminder in the Google's AI in Education course. Otherwise, the chatbot might return a collection of random ideas. 

 MY PROMPT: 

What are five questions or issues, in sequence, that my ESL student teachers should contemplate when planning an ESL lesson?

OUTPUT: 

Five Sequential Questions for ESL Lesson Planning

1. Who are my learners?

   • Consider the students' language proficiency, age, learning styles, interests, cultural backgrounds, and specific needs12. Understanding your learners is foundational to effective lesson design.

2. What are the lesson objectives?

   • Define clear, specific, and measurable learning goals focused on what your students should be able to do by the end of the lesson. Distinguish between content objectives (what to learn) and language objectives (how to use language)345.

3. What language or skills will be taught, and why?

   • Decide which language structures, vocabulary, or skills (listening, speaking, reading, writing) are the focus. Align these with learners' needs, previous knowledge, and lesson objectives to maintain relevance and coherence246.

4. How will learning be structured and supported?

   • Plan the sequence of lesson stages (e.g., engage, study, activate), materials, and activities. Ensure the flow moves from presentation and controlled practice to freer production, scaffolding appropriately for student success7489.

5. How will I assess and support learning?

   • Consider methods for checking understanding during and after the lesson (e.g., formative assessment, exit tickets). Decide how feedback will be provided and include opportunities for reflection and revision to enhance long-term learning147.

By systematically addressing these five questions or issues, your student teachers can create focused, engaging, and effective ESL lessons that are tailored to their learners and aligned with best practices.