This book has been designed to act as a practical resource that should help you to get a better understanding of the kinds of AI tools that are available and how to use them in the English language classroom. The book does this through a series of chapters focusing on tools for teachers, tools for students and a collection of background reading. All of the tools and reading texts in this book have tasks to accompany them that will help you orientate yourself to the materials and think more deeply and actively about how they can be used. These tasks have been adapted from the online course version of the book, in which participants can share opinions, reflections and materials with each other. I would encourage you to do the same even if you aren’t part of the course. Keep a journal and make notes as you work through the book and try the tasks. Find another colleague you can talk to about the tasks and the example plans Seek out opportunities to interact with and discuss what you are learning with other teachers and with your students. Use what you are learning to run formal or informal development sessions for other teachers. The book also includes a link to download a free copy of The Digital Toolbox. The Digital Toolbox The Digital Toolbox is regularly updated, and should help to keep you up to date with new developments and apps that are becoming available. I hope you enjoy the book.

With the advent of ‘Instapoetry’ on platforms like Instagram and TikTok, there seems to be a whole new generation open to creating, publishing and enjoying poetry. This lesson explores the motivation of a woman who writes poetry and encourages students to share their views of poetry. They also choose a poem to listen to and create a profile for an imaginary poet. Aims: To develop students' appreciation of poets and poetry. Materials: Teachers' guide (PDF) Digital presentation Dictation activity Poet profiles activity Reflection activity

This book has been designed to act as a practical resource that should help you to get a better understanding of the kinds of AI tools that are available and how to use them in the English language classroom. The book does this through a series of chapters focusing on tools for teachers, tools for students and a collection of background reading. All of the tools and reading texts in this book have tasks to accompany them that will help you orientate yourself to the materials and think more deeply and actively about how they can be used. These tasks have been adapted from the online course version of the book, in which participants can share opinions, reflections and materials with each other. I would encourage you to do the same even if you aren’t part of the course. Keep a journal and make notes as you work through the book and try the tasks. Find another colleague you can talk to about the tasks and the example plans Seek out opportunities to interact with and discuss what you are learning with other teachers and with your students. Use what you are learning to run formal or informal development sessions for other teachers. The book also includes a link to download a free copy of The Digital Toolbox. The Digital Toolbox is regularly updated, and should help to keep you up to date with new developments and apps that are becoming available. I hope you enjoy the book.

Get your students speaking and developing their listening and conversation skills with this series of 10 engaging lessons for the remote, face to face or hybrid classroom. Each of the 10 units contains around 120 mins of learning materials. Level: A2/B1 and higher Topics Unit 1 - Study skills and habits Unit 2 - Mobile phone and social media use Unit 3 - Dream homes and houses Unit 4 - Holidays and travel Unit 5 - Music and playing an instrument Unit 6 - Shopping and clothes styles Unit 7 - Sport and exercise Unit 8 - Films and going to the cinema Unit 9 - Interviews and talking about ourselves Unit 10 - Describing products and making presentations The book also includes a digital workbook for students that they can use on their mobile phone to access the classroom materials, make notes and do dome of the additional interactive tasks.

In this lesson from the Building Dialogue series, we look at the controversial issue of the growing role of AI in our lives and in government. Through the lesson, students find out more about AI and its abilities to make logical decisions by watching a short video. They will also listen to people sharing their views about the role of AI in government. They use techniques from dialogue building to explore each person’s beliefs in a neutral way. They then find out about the beliefs of their peers by asking open questions and listening. Aims To give students strategies for engaging in dialogue and improving understanding of complex issues. Time: 90 mins + Level: B2 + Materials Teachers’ Guide: PDF Presentation: Demo copy Note-taking task: https://bit.ly/42uDtip Listening gap-fill task: https://bit.ly/42dLTLA Script task 1: https://bit.ly/3pe51u6 Script task 2: https://bit.ly/3HMzOVo Question task: https://bit.ly/3nFV4Fh Reflection task: https://bit.ly/3LEwn47

This book is a wonderful collection of 20 stories from teachers around the world. Each one describes how they try to be genuine in their interactions with their students and how they try to model the practices they promote. The stories come from teachers of all levels, ages and grades. The book displays the wide range of diversity that exists in both the classrooms and the way teachers approach their profession around the world. Edited by Adelina binte Asmawi George M Jacobs Guo Qingli Willy A Renandya Foreword by Alan Maley

When I first started hearing and reading about ChatGPT and all the marvellous things it could do, I was very excited, but my first impressions weren’t that great. Good, but not great. I found it frustrating. I was reading articles about all the marvellous things it could do, but when I tried to get ChatGPT to do those things for me, the results were a bit disappointing. Perhaps you’ve had a similar experience. The reality is that in order to get the best from ChatGPT, you have to learn to understand a little bit about it, the way it thinks and the way it understands language. I soon found that the more I studied this, the better the results were and the more things it would do for me. What I’ll be sharing in this book are some of the ideas and insights I’ve developed from my time working with it. Along with the prompts and prompt templates, you can use to get the same or better results for your students. Contents Chapter 1 - An introduction to ChatGPT where we look at some of the basics such as parts of the interface, what they do and how ChatGPT works. Chapter 2 - We look at what ChatGPT can do to help us prepare engaging materials and how students can interact with ChatGPT. This section will focus on exploiting ChatGPT in the classroom and for homework activities. This includes example materials, ideas and lesson plans that you can try along with the prompts that I used to create the materials. Chapter 3 - We look at some of the ways you can learn more about teaching and ways that you can use ChatGPT to make your workload a little easier to deal with, especially lesson planning and language research. Chapter 4 - We look at a collection of tips for helping you construct prompts. Prompts enable you to get responses from ChatGPT and the better your prompt writing is the better the results you will get. Chapter 5 - We look at some examples of other AI tools that can be used alongside ChatGPT to do various tasks like creating images, audio and video, as well as creating quizzes, presentations and lesson plans. Chapter 6 - We look at some of the various different issues and controversies that ChatGPT raises. 256 pages

Understanding and being able to convey information about a sales funnel is an important part of any commercial business. In this lesson, students will listen to three managers discussing their sales funnel, learn associated vocabulary and work together to design a sales funnel for a new company. Aims To enable students to understand and discuss the process of attracting and converting new customers. Time: 90 mins + Level: B1 + Materials: Teachers’ Notes - PDF Presentation: Demonstration copy Vocabulary activity: https://bit.ly/38EeLFJ Listening activity: https://bit.ly/3kx1Rfs Role play cards: https://bit.ly/3y2UqVj Reflection task: https://bit.ly/3kwhKmg Additional Materials: Speaking activity: https://bit.ly/3ku3LNJ

In this lesson, students try to understand the nature of conspiracy theories, how they evolve and how to debunk them. They also look at how to talk to people about them in a non-confrontational way. Aims: To develop students’ knowledge and ability to talk about and understand the nature of conspiracy theories. Level: Intermediate + (B1- C2) Tools: Note pad: https://cryptpad.fr/pad/ Whiteboard: https://cryptpad.fr/pad/ Materials: Teachers’ Guide - PDF Digital presentation: Demonstration copy Infographic - Conspiracy Theories: https://bit.ly/3n30QxV

In this lesson, students discuss and learn about the difficult process of firing someone. They learn about the procedure and language for firing an employee, listen to three managers who made mistakes when firing someone, and role play talking to members of their team and reassuring them. Aims To enable students to use the processes and language for firing a member of staff. Time: 60 mins + Level: B1 + Materials: Teachers' Guide (PDF) Presentation: [Demonstration copy](https://view.genial.ly/6173a1e32d16df0de52ff83e) Reading 1: https://bit.ly/3vwtTw9 Activity: https://bit.ly/30UXiVJ Dictation: https://bit.ly/2XACCAW Role card 1 A: https://bit.ly/3jwiIij Role card 1 B: https://bit.ly/3m4EtHE Role card 2 A: https://bit.ly/2XFVz5q Role card 2 B: https://bit.ly/3Gh8Wu4 Reflection task: https://bit.ly/3nnS4Jt

In this lesson about money students will explore cryptocurrency, one of the most fascinating and poorly understood elements of digitalisation that could soon impact all of our lives. They will exchange their knowledge, views and experiences of money and read and research cryptocurrencies and the mysterious creator of Bitcoin - Satoshi Nakamoto and all of this while developing their English, communication skills and digital literacies. Aims: To develop students’ knowledge and ability to talk about and understand cryptocurrencies. Level: Intermediate + (B1- C2) Materials: Teachers’ Guide - (PDF) Digital presentation: Demonstration Copy

This book has been designed as a teachers’ guide to the use of the digital and interactive materials from the second 10 units of the Conversation & Listening series. The book contains the step-by-step instructions outlining how to use the materials and presentations and implement the activities in each stage of the lesson units. The Conversation & Listening series was designed to help and encourage young adult English language students (A2/B1 or higher) to engage in conversation and interaction around a range of common topics and in a range of situations that will be of interest to them. Each unit contains materials for 90 -120 mins contact time and an additional 60+ mins interactive self-study materials. Unit Topics A Good Book - To enable students to discuss different types of books. A Night Out - To enable students to talk about different places they like to go in the evening. My Goals - To enable students to talk about their goals in life and their attitudes to achieving their goals. My Sense of Humour - To enable students to discuss their sense of humour and describe different types of humour. The Dancer - To enable students to share their opinions and experiences of dance. The Gamer - To enable students to discuss their experiences of a range of issues around video games. The News - To develop students’ abilities to think more critically about news and how they access it. The Story - To develop students’ abilities to tell stories and anecdotes. The Tattoo - To enable students to talk about body art, how it is viewed in different cultures and why people have tattoos. The Vegan - To develop students’ ability to discuss the types of food they like and their attitudes to eating meat.

This lesson has been designed for online or face-to-face delivery. In this lesson, students share their experiences of doing interviews for jobs or college. They discuss the kinds of questions they may be asked at a job interview and listen to some example questions and answers. They also look at some examples of good and bad body language. They finish by role playing an interview for a job they would like. Aims: To develop students’ ability to do job interviews in English. To develop students’ understanding of body language. To help students understand the types of questions they may have to answer in a job interview. Level: Low intermediate + (A2/B1) Materials: Digital presentation: Demo Copy Pronunciation activity: https://bit.ly/interview-dict Printable presentation (PDF) Audio files (Zip mp3 x 2)

Techniques, Exercise and Activities for the Creative Language Classroom This book is for any language teacher who is interested in developing their own and their students’ creative skills while teaching languages. The book is in two sections. -: The first part looks at a range of teaching techniques that you can use in any lesson to help develop your students’ creativity. It also includes some suggestions and easy exercises for applying these in the classroom. -: The second part is a collection of 30 structured activities. These include step by step instructions as well as example digital materials that you can use in the classroom. The example materials have been designed so that you can use them on any digital device with an internet connection. Example digital presentation: Interview Images I hope you and your students will find this book an enjoyable and useful accompaniment for your everyday teaching.

This book is a collection of fluency activities that encourage students to think creatively and which help to build their ability to empathise with others. Each short lesson is based around a beautiful image, starts with a vocabulary building activity and has a set of questions designed to make students think more deeply about the story behind the image and encourage their curiosity and imagination. The lessons also include creative activities that can be used for writing or speaking practice. These include role-plays, simulations and creative writing tasks. This is an example presentation from one of the ten units: http://bit.ly/forest-demo Each lesson also ends with some form of follow up research task that encourages students to find out more about the images and topics that the activities deal with. These short lessons can be used in full to form the basis of a fluency lesson or they can be used in part as warmers or fillers to get students speaking and thinking in English. Each lesson also includes a digital presentation that can either be shared using a projector or students can access the materials on their mobile devices using a short link or QR code. The QR codes can be accessed through the teachers’ presentation.

This lesson plan explores the topic of crime and motivation. It uses images and a crime story to develop students’ vocabulary around the topic of crime. It also helps to develop their understanding of narrative tenses. Most importantly, the lesson pushes students to think more critically about the information they are being told and to think about how they can cross-check information. At the end of the lesson, students are also encouraged to do research in preparation for a debate about various issues related to crime and punishment. This lesson also has an interactive version of the materials that teachers can use with a data-projector or interactive whiteboard. The students can also follow the lesson and interact with the materials using a tablet, mobile phone or computer.

This lesson is based on a single image of a girl standing alone at night by a shop window. Her facial expression is ambiguous and it’s not clear why she is there. The lesson includes a variety of discussion and conversation tasks that you can use to get students thinking and talking about why she is there and how she feels. These are followed by language focus tasks and some more creative tasks. Finally, there are some suggestions for digital research and creation follow-up tasks. It’s not necessary to use all of the tasks in the plan, you can choose to use any of the tasks individually or change the order of the tasks depending on the approach you want to take and the level of your students.

‘Okay Goldilocks. How do you like it?’ This lesson is based on a single image of a bear lying in bed surrounded by books. The lesson includes a variety of discussion and conversation tasks that you can use to get students thinking and talking about the image. These are followed by language focus tasks and some more creative tasks. Finally, there are some suggestions for digital research and creation follow-up tasks. It’s not necessary to use all of the tasks in the plan, you can choose to use any of the tasks individually or change the order of the tasks depending on the approach you want to take and the level of your students.

“Behind every closed window there is a story.” This lesson is based around a single image of a window with the shutters closed. The lesson includes a variety of discussion and conversation tasks that you can use to get students thinking and talking about the image. These are followed by language focus tasks and some more creative tasks. Finally, there are some suggestions for digital creation and research follow-up tasks. It’s not necessary to use all of the tasks in the plan, you can choose to use any of the tasks individually or change the order of the tasks depending on the approach you want to take and the level of your students.

This lesson is based on a single image of a girl sitting in the forest with a tiger. The lesson includes a variety of discussion and conversation tasks that you can use to get students thinking and talking about the image. These are followed by language focus tasks and some more creative tasks. As well as vocabulary, the plan can be used to practice ‘present continuous’, ‘present perfect continuous’ or ‘second conditional’. Finally, there are some suggestions for digital research and creation follow-up tasks. It’s not necessary to use all of the tasks in the plan, you can choose to use any of the tasks individually or change the order of the tasks depending on the approach you want to take and the level of your students.