MY INPUT:
- The 'Head Prefect' passage from Open English I Unit 1 (docx).
PROMPT:
Please turn the attached reading passage into a visual mindmap
OUTPUT:
OBSERVATIONS
1. Some minor errors, but overall did quite a good job.
Monday, September 29, 2025
Used Gemini to create a drag-and-drop task from a reading passage: 'The Head Prefect'
At first, I wanted to see how well Gemini can generate a timeline from a reading passage.
I uploaded the 'Head Prefect' passage (docx) from Open English I Unit 1 to Gemini, and asked it to generate a timeline.
The output is not exactly a timeline, since the passage does not have a strong temporal element. Anyhow, the output is in the form of a list of fact statement about the main character, Danny Lee. The output can be exported to Google Sheets.
Seeing that, I wanted to see if Gemini could immediately turn the 'timeline' into a drag-and-drop Sentence Completion interactive task. I then switched to 'Canvas'.
MY PROMPT:
Create an interactive task from the above timeline. Students will be provided with the phrases in the third column of the timeline. They will then drag the correct phrase to each sentence.
OUTPUT
https://g.co/gemini/share/2ad554d9283a
The resulting link works on Chrome, too.
==========
OBSERVATIONS
1. Gemini reads WORD files too.
2. It can turn a passage into a list of facts (about the content).
3. This list of facts can be immediately turned into an interactive task.
4. The generated list of facts is in third person.
Saturday, September 27, 2025
Converted a text-only diagram into an interactive blank-filling task using POE and Canva AI
Next, while still in Gemini, I wanted to see if the text-only diagram could be turned into an interactive, blank-filling task. Ss will read the passage about Layers of a Forest. They will then go to the diagram and fill in the 4 headings, which are the names of the 4 layers of a forest.
MY PROMPT:
Please now turn the above chart into a web-based, interactive, exercise for students to fill in the 4 headings. That is, the 4 headings will become blanks. Students will study the whole chart and fill in the 4 blanks. When they have finished, they should be able to see their correct and wrong answers.
OUTPUT:
Initially, I was still in the 'generate image' mode in Gemini. The response said it couldn't create the interactive task directly, but it gave me the HTML code for creating one. I copied the HTML code, switched to 'Canvas' mode, and pasted in the code.
It then proceeded to generate the following interactive task:
https://g.co/gemini/share/1a839ae19197
So, Gemini succeeded. However, the visual effect was a bit dull. So I copied the same HTML code and went to Canva AI's 'Code for Me'. It then created the following interactive task for me:
https://emotion-adjectives-match.my.canva.site/layers-of-forest
which is much more visually appealing.
===========================================
TO RE-TRACE MY PREVIOUS FEW ATTEMPTS:
1. In Gemini, I had the text of 'The layers of a Forest' converted to an infographic.
2. I had Gemini change the infographic to a text-only diagram.
3. I had Gemini Canvas convert the text-only digram to an interactive, blank-fillin, task.
Turned an infographic into a text-only graphic organizer using Gemini
Infographic generated from previous attempt:
In Gemini, I wanted to convert it to a text-only graphic organizer which I might turn into a blank-filling task later.
My first prompt:
Please convert the above image into a black-and-white graphic organizer chart with text only, i.e., without the pictorial details.
Output after 2 revisions:
The first output was not exactly what I wanted. I then attached the following image to my prompt to clarify what I needed:
and rephrased my prompt:
Please follow the attached graphic organizer example, and turn the above chart into a text-only chart. There should be no images in the chart.
OUTPUT:
So, I finally got what I wanted.
Created a 'Layers of a Forest' graphic organizer using Gemini's 'create image' function
MY PROMPT AND INPUT
- a reading passage on the layers of a forest, in image file format. (I tried uploading different file formats, such as PDF, DOCX, but only image files work.
- My prompt:
"Use the content of the attached information to create a graphic organizer showing the layered structure of a forest."
OUTPUT:
Friday, September 26, 2025
Created a drag-and-drop interactive task with POE for showing a summary of a reading passage just read
Step 1:
In POE, I asked a chatbot to summarize a reading passage into a 5-sentence summary, using one sentence for each paragraph:
ORIGINAL PASSAGE:
Hi! Welcome to my webpage! My name is Danny Lee. I'm the Head Prefect, and I'm in S6. I have a younger sister. She's in S2. We both go to this secondary school.
My school life
The subjects I like are English and Physical Education. I'm a member of the school table tennis team. We practise once a week after school in the covered playground. I enjoy making friends. I think the teachers chose me to be the 10 school prefect because I am responsible and hard-working. They trust that I can carry out my duties, and I work hard to finish them. Do you know what prefects do at school?
The prefect team
There are about 60 prefects at our school. We usually greet students in the morning and sometimes help teachers with student problems. We are always 15 ready to help you in the school playground at recess and lunchtime.
My best friends
John Chan and Sally Wong are my best friends. They are the Assistant Head Prefects and they are $5 students. John's sociable and energetic - he likes meeting people and is always full of energy. We often go 20 hiking together. Sally's outgoing too, but she doesn't like sports.
I enjoy my school life very much. I hope you like our school!
MY PROMPT:
I am an ESL teacher. Below is a reading passage for students to read. Please summarise each paragraph by stating what it is about in one sentence. Begin each sentence with 'The writer'. Give the summary the title 'The Head Prefect'.
The Passage: ...
(The first output had sentences which were too long to me. I then asked the chatbot to revise by making each sentence more concise.)
SUMMARY OUTPUT:
The Head Prefect
The writer introduces himself as Danny Lee, the Head Prefect in S6, and mentions his younger sister in S2.
The writer shares his favorite subjects, English and Physical Education, and notes his responsibility and hard work as reasons for being chosen as a prefect.
The writer describes the role of about 60 prefects who greet students and assist teachers.
The writer introduces his best friends, John and Sally, who are Assistant Head Prefects, and highlights their personalities and love for hiking.
The writer expresses enjoyment of school life and hopes others appreciate their school.
+++++++++++
STEP 2
I actually stayed in the chatbot, and asked it to create an interactive drag-and-drop task using the 5 sentences:
MY PROMPT:
Now Please turn the 5 sentences into a web-based, interactive, exercise. The students will be shown the 5 sentences in random order. They then use drag-and-drop to put them in the correct order. Then there is a button for them to check their answers.
OUTPUT:
https://poe.com/preview/UzXw1euMwQffURuItMF3
==============================
OBSERVATIONS
1. The above process does not take much time.
2. The resulting output can be used to support students' first round of reading the passage.
Wednesday, September 24, 2025
Created an interactive blank filling worksheet with blank-boxes darken when clicked - with POE app creator
The last attempt made use of lines for the blank filling: Ss click on the line (a blank), and then click on a word in the Word Bank. The word in Word Bank will appear in the blank.
But: (1) it may not be easy for Ss to click on a line, and (2) when a line is clicked, there is not a clear sign that the line has been clicked. Hence when Ss have found their intended word in the Word Bank, and go back to the previous line blank, they may miss it.
This time, after a couple of prompt revisions, I obtained the following interactive page. This time, when a box (instead of a line) is clicked, it darkens. That makes it easy for Ss to recognise which is the blank in question.
OUTPUT:
Created a podcast episode about the latest ideas on using AI in ELT using Copilot Chat
TOOL: https://copilot.microsoft.com/chats/
MY PROMPT:
Create a podcast about the latest ideas on use AI in ELT in a casual tone
OUTPUT:
https://copilot.microsoft.com/shares/podcasts/H4Ufg2qhcuE39R7NMHNoo
====
OBSERVATIONS
1. In this attempt, I used a very brief topic as the prompt. Future attempts might use something more specific for the prompt.
2. The generated episode is in the form of a dialogue between a man and a woman. Not sure if I can generate a monologue.
3. For future attempts, could try customising the language level.
4. Output audios can be shared via a link, but cannot be downloaded.
Created a picture using Gemini-2.5-Flash-Image and Ha Sir's prompt
TOOL: Poe > Gemini-2.5-Flash-Image
PROMPT: (provided by Ha Sir)
Create a 1/7 scale commercialized figure of the attached photo, in a realistic style and environment. Place the figure on clear acrylic stand. Next to the computer screen, display the ZBrush modeling process of the figure. Next to the computer screen, place a BANDAl-style toy packaging box with title “XXXXX“ printed with the original artwork.
OUTPUT
Used POE to create an audio script from a PPT
app used: POE's GPT-5
STEPS:
1. I uploaded a recent PPT.
2. PROMPT: Create a three-minute audio script based on the following powerpoint.
OUTPUT:
https://poe.com/s/D1Tyg6uDkfVQUZYedPvu
Below is a three-minute audio script based on “S4: The Syllable and Word Stress.” It’s written for a single narrator, with brief pauses and simple cues you could keep or remove before recording. Approx. 420–480 words.
— Script Start —
[Music fade in, then out]
Narrator:
Welcome to S4: The Syllable and Word Stress. Let’s warm up.
Pause.
First, imagine you’re listening to a short recording in an unfamiliar language. Ask yourself: What language is that? And does it sound closer to English or to Chinese? Keep that intuition in mind as we dive into how English syllables and stress work.
Pause.
A syllable, phonetically, is a speech unit with a center—usually a vowel. Consonants may come before it, after it, or both. Try this quick count with me: ray… one syllable. pray… one. prayed… one. spray… one. sprayed… one. Notice how complex the edges can be, even when there’s still just one vowel core.
Pause.
There are two common ways to describe syllable structure. Approach one: onset and rime. The onset is the initial consonant or consonant cluster; the rime is everything after it. Some syllables don’t even have an onset—like air, oh, and it. Approach two: onset, nucleus, coda. The onset is still the beginning consonant or cluster. The nucleus is the vowel, the heart of the syllable. The coda is the final consonant or cluster. In shorthand, that’s V, CV, VC, CVC, and so on.
Pause.
English allows many shapes. Listen: V—“awe.” CV—“saw.” VC—“ought.” CVC—“sawn.” CCV—“draw.” CCVC—“drawn.” CCCV—“straw.” And even CCCVCCC—“strands.” For “sixths,” you can hear a cluster like CVCCCC.
Pause.
Try analyzing these: “see”—CV. “sway”—CCV. “swipe”—CCVC. “stand”—CCVCC. Not every cluster is visible in spelling. For example, words like “new,” “music,” and “few” begin with a palatalized or labialized glide in many accents, effectively a cluster in the onset.
Pause.
Now to multisyllabic words. In Chinese, words are typically monosyllabic. In English, words can be mono- or multi-syllabic. Count with me: chime—one. protest—two. synonym—three. moderator—four. invigilator—five.
Pause.
Word stress is the contrast between stressed and unstressed syllables. Stress is typically realized with higher pitch, greater loudness or muscular energy, and slightly longer duration. In transcription, we mark the stressed syllable with a stress mark before it. For example: address as a verb—/əˈdres/; formal—/ˈfɔːməl/. “Butter” is /ˈbʌt.ə/ or /ˈbʌt.ər/; “ago” is /əˈgəʊ/.
Pause.
Try these: contain—/kənˈteɪn/. ticket—/ˈtɪk.ɪt/. Notice the schwa in unstressed syllables: because, contain, police—/pəˈliːs/.
Pause.
Some words have both primary and secondary stress. In words like “examination”—/ɪɡˌzæm.ɪˈneɪ.ʃən/—the last stressed syllable usually carries the primary stress.
Pause.
Be cautious with patterns. Many compounds stress the first part: hamburger, newspaper, rainforest, typewriter. Watch noun–verb stress shifts: a REFund versus to reFUND; a PROtest versus to proTEST; a DIScount versus to disCOUNT; a SURvey versus to surVEY. Some words allow alternatives: applicable, pianist, princess—depending on dialect and convention.
Pause.
Compound stress varies: paper clip and walking stick typically stress the first element; but City Hall and apple pie often stress the second. Meaning can also change: an English teacher—teacher of English—versus an English teacher—a teacher who is English.
Pause.
Finally, stress can shift in connected speech. A word’s pitch may be different in isolation compared to a sentence. Compare: “I had a coffee at a Starbucks.” versus “I went to a Starbucks for a coffee.” Or: “I helped as an invigilator.” versus “The invigilator went to the wrong place.” Listen for which syllables carry the main pitch movement.
Pause.
That’s your overview. Keep practicing: count syllables, mark stress, and check pronunciations in a good dictionary. Your ears—and your speech—will thank you.
[Music sting out]
— Script End —
==============================
POSTSCRIPT: I could listen to it using ElevenLabs below the generated script, but didn't have enough credits.
Exploring Educator AI Assistant which makes use of Google Sheets
This tool by Alice Keeler runs as a Google Sheet Add-on (which I have installed). https://workspace.google.com/marketplace/app/educator_ai_assistant/336256034275
OBSERVATIONS
1. This tool is for teachers to generate a variety of materials: some for teaching and learning (eg, Lesson plan generator); some for admin tasks (eg, 'Angry Parents').
2. Unlike similar tools which start as an online platform, this tool runs as a Google Sheet.
3. There is a variety of tools (about 30?) which a user can add to their 'Quick Tools Palette'.
4. There is a summary google sheet setting out the outputs that can be generated. This Google Sheet is being updated from time to time. (called 'Tools List Library')
6. Open the right-hand side-bar, choose Activity type (eg, "lesson steps to activities') to insert it into the above google sheet. Complete the other parameters (topic; grade level; time; etc.)
7. When finished, click 'Generate' in bottom right corner. The generated materials (eg, lesson activities) will, in most cases, be presented in a Google Doc, which you can copy.
TAKEAWAY:
1. At this moment, I'm not sure if it is more useful than the other platforms (eg, MagicSchool; School AI).
2. But it has a good collection of Prompts which can be used with other tools.
3. In due course, you may end up with outputs which are systematically organised in Google Drive.
Monday, September 22, 2025
Used Gemini's 'Create Image' function to create an Infographic: 3 DO's and 3 DON'TS for teaching Speaking
TOOL: Gemini > Create Image
MY PROMPT:
Create an infographics showing 3 DO's and 3 DON'TS for ESL teachers teaching SPEAKING in the classroom.
OUTPUT
Sunday, September 21, 2025
"We hope you enjoy!"
Today, I can totally accept 'Enjoy!' when it is used to end an informal message. But I admit when I saw the sentence "We hope you enjoy!", I still found it slightly odd. On second thought, though, if "Enjoy!" as an intransitive verb is universally acceptable today, why not 'We hope you enjoy!"!
I first learnt 'enjoy' as a transitive verb while in primary school, hence 'enjoy oneself', 'enjoy (doing) something', etc. In the next few decades, 'enjoy' continued to be used as a transitive verb. Then, starting about 20 (?) years ago, the intransitive usage started to surface, hence 'Enjoy!' at the end of an informal message.
A moment ago, my mind was caught by this question: "Exactly when did the intransitive usage of 'enjoy' begin?" So I went to Perplexity and asked the question, and was amazed at the answer. "Enjoy" actually started out as an intransitive verb in the 14th century (meaning 'Rejoice', 'Be happy', etc.)! It transitioned to transitive use by the mid-15th century. Then the intransitive usage revived in the late 20th century.
Language is changing and developing all the time. And that's one reason why it is so fascinating.
Created a video overview with NotebookLM using capped pictures: How to use Diffit to create a Reading lesson pack
看了夏Sir解釋如何把cap圖利用NotebookLM 製成video overview,很想試試。https://youtu.be/Ekk0SHDT-WI?si=Q059Y7U8BvWRfllW
但打開幾個自己現成的PPT後, 發覺內裏的插圖不多；跟著想起自己近年喜歡用Workflowy 製作explainer page,供學員参考如何使用某些elearning app, 這些explainer page都會包含cap 圖。
於是我選了其中解釋如何用Diffit 去 create 一個供教reading 的lesson pack的題目(https://workflowy.com/.../how-to-use.../fPs3OkcA9Drg5UoE), 先把这explainer page儲成pdf,然後跟Ha Sir 的建議，用I love pdf把這pdf convert成由jpg合成的pdf (因這樣NotebookLM 才會看到upload 後pdf中的圖片)。
跟著的步驟就和一般用NotebookLM generate video overview一樣，而生成的video, 果然用了我要它用的圖片(否則生成的video會以文字作為畫面為主。)
當然如果要學用Diffit, 学員看我的Workflowy explainer page會比看生成的 Video 更直接；但經過這次練習，將來遇到圖片佔重要角色的解釋，便懂得如何製作了。
Add pictures to Video Overview generated in NotebookLM
Ha Sir's explainer Video:
https://www.youtube.com/watch?v=dYz2JgDyLcA
Ha Sir' Prompt:
use the slide photos from the source "01 photo", simple english, female voice.
Saturday, September 20, 2025
Used Murf.ai to create a dialogue for presenting adverbs of frequency
Earlier on, I used Quillbot AI Dialogue Generator to create a dialogue that contains 4 adverbs of frequency (Open English I, Unit 1). The dialogue is for presenting/revisiting the adverbs of frequency.
Then I went to Murf.ai to create an audio dialogue from the dialogue text generated with Quillbot.
Below is the Output:
https://murf.ai/share/mfrzo8la
Murf.ai is good for creating DIALOGUES. IT also has a few parameters for users to customise their intended artifact (eg, speed; tone)
However, the Free Plan only allows for 10 minutes of AI generation.
Also, the free plan does not allow downloading the audio dialogue.
Killing 3 birds with one stone: from PPT to Video Overview to Video Quiz to Adaptive Flashcard deck
oogle NotebookLM 的Video Overview 真的很精彩，能夠把你的PPT 轉化成Video Overview, 而且畫面不是死板的照抄原本的PPT 的Slide, 經常會把內容消化後以另一個畫面設計顯示，而voiceover narration 很生動活潑。
我由於是Wayground (前Quizizz)的付費subscriber, 為了盡用它的功能，於是把NotebookLM 生成的Video download 後，再upload 到Wayground, 利用它的AI 功能生成Video Quiz。
一
跟著再在Wayground AI用我的PPT 生成一個有Adaptive flashcard review 功能的flashcard set。
換句話說，用PPT 授課，利用AI將它Generate 成Video; 和Interactive video quiz; 和adaptive learning 的flashcard set。即Killing three birds with one stone。
Created a Video Overview on Multisyllabic Words from a PPT using NotebookLM
STARTING MATERIAL
- A PPT of about 10 slides on multisyllabic words; the PPT was converted to PDF.
OUTPUT
Using Quillbot AI Dialogue Generator to create a Dialogue for presenting language items
tools: Quillbot AI Dialogue Generator
https://quillbot.com/ai-writing-tools/ai-dialogue-generator
Target Language Items: Adverbs of Frequency: never, seldom, sometimes, often
MY INITIAL PROMPT:
Two lower secondary students, both male, sharing their own after-school activities with each other. The dialogue is not more than 120 words in length, and should include these adverbs of frequency: never, seldom, sometimes, often. This dialogue is to be used in a lower-secondary ESL lesson for presenting the adverbs of frequency.
GETTING A SECOND VERSION
The first output is a bit too short, and contrived as each utterance is too short. I asked the app to revise by lengthening it a bit, and extend some of the utterances. Below is the output:
OUTPUT:
Tom:
Hey, Jake! What do you usually do after school? I’m curious because I want to try some new activities.
Jake:
Hi, Tom! Well, I often play basketball with my friends. It’s a lot of fun and helps me stay active. Sometimes we play for hours if the weather is good. What about you? What do you like to do?
Tom:
I sometimes go to the library to read books or do my homework. I seldom watch TV on school days because I want to finish my tasks first. But on weekends, I often relax and watch shows.
Jake:
Interesting! I never go to the library because I find it a bit boring, but I know it’s useful. I prefer playing outside or riding my bike. It’s more exciting for me.
Tom:
That’s cool. Do you sometimes do your homework right after school, or do you wait until later?
Jake:
I often do my homework before dinner because then I can relax without worrying about it later. But sometimes, if I’m really tired, I wait until after dinner. What about you? How do you manage your homework?
Tom:
I sometimes do it right away, but I often take a short break first to rest. It helps me focus better. After that, I usually finish everything before dinner.
Jake:
Sounds good! It’s nice that we both have different ways to spend time after school, but we still get everything done. Maybe we can play basketball together sometime after homework?
Tom:
That’s a great idea! I seldom play sports, so it would be fun to join you and learn. Let’s plan for it soon!
Thursday, September 18, 2025
Created an Irregular Verbs Game using Canva AI
(Actually, there are a few such apps on POE.)
MY PROMPT
I am an ESL teacher. Please create an interactive game for junior students to practise the past tense, and the past participle, for irregular verbs in English. When the game starts, a random irregular verb will appear. Below the irregular verb are two boxes for students to type in its past tense and past participle. Below that is a 'Check Answer' box for students to check their answer. Then there is a 'Next' box for students to try the next irregular verb. And so on.
For the students' answers, when there is a difference in spelling between British English and Amercian English (e.g., 'got' and 'gotten' for the past participle of 'get') accept both spellings.
OUTPUT:
https://paulsze.net/irregular-verbs-practice
Wednesday, September 17, 2025
Created another Reading lesson pack with Diffit: Healthy Eating
MY PROMPT:
Please create a reading text about Healthy Eating. The text is to be used in an ESL classroom. The length is about 300 words. The students' English level is about CEFR C2.
https://app.diffit.me/p/c9bd9236-d653-439c-9ffa-24422b84141f
MY EXPLAINER PAGE:
https://workflowy.com/s/how-to-use-diffit-to/fPs3OkcA9Drg5UoE
Monday, September 15, 2025
Created an interactive webpage using Gemini: Apps inside App
太高興了，在Facebook見到一位台灣英語老師用Gemini製作的webpage, 才知道用canvas creator可以製作內含多個一組內容的interactive webpage。https://gemini.google.com/share/ec509dacbbfa
於是立即用Gemini試試，原來不難。因為首次嘗試，我用了很簡單的內容，只有兩個tab。以後可以利用canvas creator製作較複雜的interactive webpage了。
Used POE and GEMINI to create canvas app: comparison
Starting File: A WORD file containing the lecture notes for S3 of my Phonology course. The key words are asterisked.
In each of POE and Gemini, I uploaded my WORD file, and then asked:
Create a web-based, interactive, blank-filling exercise, from the attached file. Turn each asterisked word into a blank. Provide a word bank which includes all the asterisked words. Students will be able to see their correct and wrong answers when they have finished the blank-filling exercise.
OUTPUT
POE: https://poe.com/preview/0dtxf4WiDj8AljiUgxge
GEMINI: https://g.co/gemini/share/5eb9030bf8a2
OBSERVATIONS
1. Both apps work.
2. Both apps have kept the original formatting of my WORD file to a large extent. POE performs better in this regard.
3. The output URL from Gemini can also be opened in Chrome.
4. Gemini has come up with an even better layout, with the Word Bank at the top of the page.
Sunday, September 14, 2025
Created a T/F quiz with Gemini's Canvas app
The first time I used Gemini's Canvas app to create a T/F quiz. (in Opera browser.)
For my first try, I simply used a topic as my prompt ('organs of speech')
The output quiz, though visually not appealing, works.
The shared link can be used in Chrome:
https://gemini.google.com/share/db75c127297f
A Classroom Activity Idea: From Chatbot Inquiry to Interactive Quiz
An idea for one of my SCT sessions:
- ACT 1a: Do a Chatbot inquiry:
- Example prompt: What are some factors that may make Speaking difficult for ESL students?
- ACT 1b: Take part in an interactive quiz
- ==========================
WHAT I DID:
1. I did the chatbot inquiry myself (using Perplexity).
2. I copied the output, went to Quizziz, and generated a quiz.
3. I used the generated quiz for classroom task 1b.
Tried MagicSchool's Chatbot (Raina) vs Group Work Generator again for generating a Speaking classroom activity
I used the same prompt, to see if the two methods would result in different outputs.
It did.
This time, it is not that easy to see which method is better. The ideas are quite different.
At this point, in terms of logistics, Group Work Generator allows you to input the parameters (eg., length of activity; grade level)
The output from Group Work Generator is slightly more elaborate.
==========
MY PROMPT:
I am an ESL teacher at a secondary school. Please create An oral discussion activity for ESL students to practise the following speaking skills.
1. Present information, ideas, and feelings clearly and coherently
2. convey ideas and information in conversations or discussions
There are 3 students in each group. The topic is 'effective time management for secondary schools students'.
The group discussion activity should last for about 20 minutes.
========
OUTPUT FROM RAINA
===================================================================
OUTPUT FROM GROUP WORK GENERATOR
https://app.magicschool.ai/tools/group-work?share=e8cffd82-e46c-4143-836e-5d4d75a797a3
Group Work Task: Oral Discussion on Effective Time Management
Grade Level: 8th Grade
Duration: 20 Minutes
Group Size: 3 Students
Objective:
Students will practice their speaking skills by presenting information, ideas, and feelings clearly and coherently while conveying ideas in a group discussion about effective time management for secondary school students.
Materials Needed:
- Whiteboard or paper for jotting down ideas
- Timer
- Optional: Notebooks and pens for taking notes
Task Structure:
-
Introduction (3 minutes):
- Begin by explaining the importance of time management for secondary school students.
- Provide a brief overview of the task and objectives.
-
Group Discussion Preparation (5 minutes):
- Each student will take a moment to think of one personal experience or strategy related to time management.
- Encourage them to jot down key points they want to share.
-
Group Discussion (10 minutes):
- Students will take turns sharing their experiences and strategies for effective time management.
- Each student should aim to speak for about 2-3 minutes.
- After each presentation, the other two students should ask follow-up questions or provide feedback to encourage conversation.
Guiding Questions:
- What strategies do you use to manage your time effectively?
- How do you prioritize your tasks?
- Can you share a time when poor time management affected your schoolwork?
-
Wrap-Up and Reflection (2 minutes):
- Conclude the discussion by asking each student to share one new idea or strategy they learned from their peers.
- Encourage them to think about how they might implement these strategies in their own lives.
Roles:
- Presenter: Shares their experience or strategy during their turn.
- Questioner: Asks follow-up questions and engages with the presenter.
- Note-taker: Jots down key points and insights shared during the discussion.
Assessment:
- Monitor the discussion for clarity of expression and engagement.
- Provide feedback on their speaking skills and ability to convey ideas clearly.
Reflection:
After the activity, have a brief discussion as a class about the importance of time management and how it can impact their academic success. Encourage students to think about their own time management skills and areas for improvement.
This structured group task will help ESL students develop their speaking skills in a supportive environment while engaging in meaningful discussions about a relevant topic.
==========
OUTPUT FROM RAINA
MagicSchool's chatbot did a better job than the group work generator
Then, I turned to Magic School's Chatbot (Raina) to see if it would do a better job than the group work generator function.
Indeed, it did a MUCH better job.
MY PROMPT:
I am an ESL teacher at a secondary school. Please create An oral group activity for ESL students to practise the following speaking skills.
- Present information, ideas, and feelings clearly and coherently
- convey ideas and information in conversations or discussions
There are 3 students in each group. The topic is 'ideas for effective time management for secondary schools students'.
The group discussion activity should last for about 20 minutes.
OUTPUT:
Certainly! Here's a clear and engaging 20-minute oral group activity for your ESL secondary students to practice presenting and conveying ideas on effective time management.
Padlet's Class Activity Ideas - Too brief and not useful
After trying out MagicSchool for generating a Speaking group activity, I turned to Padlet TA's 'Classroom Activity Idea'.
MY PROMPT
OUTPUT
OBSERVATIONS
- 3 ideas at 3 effort levels.
- Ideas: too brief and not closely related to the topic.
MagicSchool's Prompt Assistant is useful but the group work generator is ... meh
MagicSchool has one function that I find useful: Prompt Assistant.
Example:
- I was using the Groupwork Generator to create a group speaking activity
- My original prompt (after specifying the target grade level, and time available):
A speaking activity for ESL students to practise the following Speaking skills: Present information, ideas, and feelings clearly and coherently - convey ideas and information in conversations or discussions - use words and expressions appropriate to the context - use appropriate discourse markers
- I then clicked on 'Prompt Assistant', which gave me:
Design a speaking activity for ESL students aimed at enhancing their ability to:
1. Present information, ideas, and feelings clearly and coherently.
2. Engage in conversations or discussions by effectively conveying ideas and information.
3. Utilize context-appropriate vocabulary and expressions.
4. Apply appropriate discourse markers to facilitate smooth communication.
Please specify the topic or theme for this activity.
- Of course, I can edit the 'Improved Prompt' if I want to.
In the above case, I accepted the Improved Prompt, and got the following idea which, though detailed, I don't quite like:
Group Work Task: ESL Speaking Activity
Topic: Environmental Conservation
Objective:
Students will enhance their speaking skills by presenting information about environmental conservation, engaging in discussions, and using appropriate vocabulary and discourse markers.
Group Structure:
- Group Size: 3 Students
- Roles:
- Researcher: Gathers information and prepares the presentation.
- Presenter: Delivers the oral presentation to the class.
- Discussion Facilitator: Leads the conversation and engages classmates after the presentation.
Task Duration: 20 Minutes
Task Breakdown:
-
Preparation (10 minutes)
- Researcher:
- Find at least three key points about environmental conservation (e.g., reducing plastic use, recycling, protecting wildlife).
- Write down important vocabulary and expressions related to the topic.
- Presenter:
- Organize the key points into a clear and coherent presentation format.
- Prepare to present ideas clearly, using appropriate discourse markers (e.g., "First," "Additionally," "In conclusion").
- Discussion Facilitator:
- Prepare questions to engage classmates in conversation after the presentation, such as:
- "What are some ways we can reduce plastic use in our daily lives?"
- "Why is recycling important for our environment?"
- Prepare questions to engage classmates in conversation after the presentation, such as:
- Researcher:
-
Presentation (5 minutes)
- The Presenter shares the key points with the class, clearly articulating information and using the prepared vocabulary and expressions.
-
Discussion (5 minutes)
- The Discussion Facilitator engages the classmates by asking prepared questions and encouraging them to share their thoughts and experiences related to environmental conservation.
Expected Outcomes:
- Each student will improve their speaking skills by presenting and engaging in discussion.
- Students will practice using context-appropriate vocabulary and effective discourse markers.
- The group will collaboratively enhance their understanding of environmental conservation while developing their communication skills.
Materials Needed:
- Paper and pens for notes
- Access to digital devices for research (if available)
Post-Activity Reflection:
After the activity, each student should reflect on their role and contributions, discussing what they learned and how they can improve in future speaking activities.
Monday, September 08, 2025
Used Canva AI to create a Galaxy Typing Challenge: 10 minimal pairs.
In the following video, Ha Sir demonstrated how to create a Galaxy Typing Game using words from Integrated Science:
https://www.youtube.com/watch?v=4lX8w3ot9Co
The essence of this game is that there will stars falling from above, and students have to type out the target word before the star reaches the bottom.
I followed his idea, and created the following Galaxy Typing Challenge using Canva AI. I used the same 10 minimal pairs I used recently.
=======
FIRST PROMPT:
reate a typing challenge game, where 20 stars will fall from the sky very slowly one after another. The 20 stars represent the 20 words below. When each star falls from the sky in the order of the words below, it will be accompanied by its British English pronunciation two times. students, who are studying in primary school, listen and they are required to type the word in a box at the bottom of the page, to remove or explode the falling star. Please create a galaxy style background for the game. Show the scores on the screen at the end of each round, as well as the incorrect words typed. The 20 words: sit, seat, cod, cord, bet,
bat, pull, pool, men, man, cut, cart, live, leave, pin, pan, bull, ball, heart, hot
================
I went thru 3 to 4 revisions before I made do with the following output:
https://paulsze.net/galaxy-typing-minimal-pairs
==================
OBSERVATIONS
- Getting the desired accent (in my case, BrE) could be a problem. Even though I specified BrE., the pronunciations did not always match my expectation.
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