Build a copy-and-paste AI prompt library for my ESL teaching work. My learners are [LEARNER PROFILE], their current proficiency and assessed needs are [LANGUAGE LEVEL AND NEEDS], and my teaching context is [TEACHING CONTEXT]. The topics, curriculum objectives, or materials I use are [TOPICS OR MATERIALS]. Ask up to 3 clarifying questions only if a required input is missing. Then create 8 distinct prompts I can paste into ChatGPT, Claude, or Gemini. Each prompt must contain its own square-bracket inputs and be 70 to 130 words long. Include prompts for: a communicative lesson plan; differentiated reading or listening support; controlled-to-free speaking practice; grammar explanation with concept-check questions; vocabulary practice using collocations and common learner confusions; formative feedback on student writing; a culturally neutral role-play; and an exit ticket or short assessment.
For every prompt, give a title, the copy-ready prompt, and a one-sentence note on when to use it. Make the prompts request concrete teacher-ready outputs: timing, grouping, instructions students can understand, answer keys where appropriate, anticipated errors, and adaptations for a lower and higher level. Preserve the intended language objective rather than merely making text shorter. Do not generate stereotypes, false cultural claims, diagnostic labels, or content that asks students to disclose private immigration, trauma, or legal status. Before answering, check that every activity has an observable language outcome and that any answer key matches the task. Flag source text that is too difficult, culturally loaded, or incomplete instead of pretending it is suitable.
Fill in
| Placeholder | What to enter | Example |
|---|---|---|
| [LEARNER PROFILE] | Describe learners’ age range, first-language backgrounds if relevant, class size, and any known learning preferences. | Eighteen adult newcomers, ages 24–55, mixed Spanish, Arabic, and Ukrainian first languages; most attend after work. |
| [LANGUAGE LEVEL AND NEEDS] | Enter the learners’ CEFR or local level, priority skills, and recurring language difficulties. | High A2 to low B1. They need confidence in workplace conversations, past-tense narratives, and article use. |
| [TEACHING CONTEXT] | Enter course type, class length, delivery format, and assessment or curriculum constraints. | In-person community-college evening class, 90 minutes twice weekly, with a practical speaking assessment at the end of the unit. |
| [TOPICS OR MATERIALS] | Paste the unit topic, target language, source text, or curriculum goals you want to use. | Unit: making a medical appointment. Target language: symptoms, appointment times, can/could, and clarifying questions. Source dialogue is 280 words. |
How to use
- Fill in the learner profile, level, and unit details before generating the prompt library.
- Choose one prompt and replace its brackets with the day’s objective and material.
- Check examples, answer keys, and instructions against your target language and classroom time.
- Follow up with: “Adapt prompt 3 for a 45-minute online class with six learners and no breakout rooms.”
Variations
Reading adaptation
Use when a text needs level-appropriate classroom support.
Adapt [SOURCE TEXT] for [LEARNER LEVEL] ESL learners working toward [LANGUAGE OBJECTIVE]. Keep the original purpose and distinguish essential vocabulary from optional vocabulary. Produce a pre-reading prediction task, a glossed version only where needed, three gist questions, four evidence-based detail questions, and a post-reading speaking task. Include answers and likely misunderstandings. Do not change factual claims or add background facts. Flag passages that remain unsuitable for this level or require a source check.
Writing feedback
Use to prepare focused feedback on student work.
Give formative ESL feedback on this student text: [STUDENT WRITING]. The learner is [LEVEL], and the assignment requires [ASSIGNMENT GOAL]. First identify two strengths tied to the goal. Then select no more than three high-impact patterns to teach, with corrected examples drawn from the student’s own sentences and one short practice task for each. Preserve the student’s meaning and voice. Do not rewrite the whole piece or infer a diagnosis. Check that every correction is grammatically and pragmatically justified.
Speaking assessment
Use when planning a fair oral assessment.
Design a [LENGTH]-minute ESL speaking assessment for [LEVEL] learners on [TOPIC]. The assessed functions are [LANGUAGE FUNCTIONS]. Provide student instructions, teacher prompts, a simple 4-level rubric with observable descriptors, allowable supports, and two equivalent alternate scenarios. Include an example of what counts as evidence for each rubric criterion. Avoid scoring accent, personality, or cultural familiarity. Check that the task actually elicits every assessed language function.
Tips
- Build tasks around a communicative outcome, such as rescheduling an appointment, rather than a grammar label alone.
- For mixed-level classes, keep the same speaking purpose and vary supports, response length, or information load.
- Ask AI for concept-check questions, not only explanations; questions such as “Is the appointment in the past or future?” reveal whether meaning is clear.
- When using generated readings, verify names, places, workplace procedures, and factual claims before presenting them as real.
FAQ
Can AI accurately place students at a CEFR level?
It can suggest a rough level from samples, but a placement decision needs multiple tasks and your program’s criteria. Do not rely on one generated judgment.
How can I keep AI materials appropriate for adult learners?
Specify their real-world purposes and avoid childish themes. Check that scenarios respect learners’ privacy and do not require personal disclosure.
Should students use AI to correct their writing?
They can use it for guided revision, but ask them to explain changes and retain drafts. This keeps feedback connected to learning rather than silent replacement.