Here are some prompts that I came up with for ESL teachers using ChatGPT. If you have any suggestions please write them in the comments below. You can also contact me through my contact form.

I will continue to expand this list of prompts. Please keep in mind that I am using a paid version. I am not sure if it makes a difference or not in terms of the quality that comes back in a free version. I do know that you can return more characters and also change many parameters that are not available in the free version.

The best thing for you to do is just to check back here. Bookmark this page and check it at least once a week to see what updates I’ve made. I really appreciate any feedback that you leave as well. I might incorporate it in updates that I made to this page.

In case you were wondering I did write this opening paragraph myself. I still try to write certain things on my own. However, I must admit that I use ChatGPT a lot for turning out content.

Simple Grammar Explanation

Contents

Please note that I do caution you when you use ChatGPT for grammar. It is not always correct. You should always double-check what it spits out.

Simple grammar explanation prompt:

Explain how to use [subject] as if you were teaching [level]-level ESL students. Start off with an explanation of [subject]. The explanation should be at least [number] sentences long.

Include at least [number] examples. Give further explanations for each of the examples. Make the explanations at least [number] sentences long each. Format them in a way that makes them easy to see and understand. Make sure that the less the materials you create are for [level]-level ESL students.

Example:

Explain how to use phrasal verbs as if you were teaching ESL students. Start off with an explanation of phrasal verbs. The explanation should be at least five sentences long.

Include at least five examples. Give further explanations for each of the examples. Makes the explanations at least two sentences long each. Format them in a way that makes them easy to see and understand. These should at the basic level.

Response:

Phrasal verbs are an important part of the English language. They are composed of a verb and one or two particles, such as prepositions or adverbs, and are used to express a combination of meanings. For example, the verb “look” can be combined with the adverb “up” to create the phrasal verb “look up” which means “to search for something in a book, database, or another reference source.”

Another example is the phrasal verb “give up” which consists of the verb “give” and the preposition “up”. This phrasal verb has the combined meaning of “stop trying” or “to surrender.”

A third example is the phrasal verb “run out” which consists of the verb “run” and the preposition “out”. This phrasal verb means “to use up all of something” or “to be exhausted.”

A fourth example is the phrasal verb “fill in” which consists of the verb “fill” and the preposition “in”. This phrasal verb has the combined meaning of “to complete a form or application” or “to add detail or information.”

Finally, a fifth example is the phrasal verb “let down” which consists of the verb “let” and the preposition “down”. This phrasal verb has the combined meaning of “to disappoint someone” or “to lower something to a lower level.”

It is important to note that phrasal verbs often have multiple meanings and can be used in a variety of contexts. By understanding and practicing these verbs, intermediate ESL students can improve their English language skills.

Simple Quiz Prompt:

Create a quiz for ESL students at the [level] level. Create [number] multiple-choice questions about the [subject]. Include an answer key at the end.

Example:

Create a quiz for ESL students at the intermediate level. Create five multiple-choice questions about the past tense. Include an answer key at the end.

Response:

  1. Which verb form is used to express past actions?
    a. Present
    b. Future
    c. Past
    d. Present Perfect
  2. What is the past tense of the verb ‘to go’?
    a. Goed
    b. Go
    c. Went
    d. Going
  3. Which verb form expresses an action that has already been completed?
    a. Present
    b. Future
    c. Past
    d. Present Perfect
  4. What is the past tense of the verb ‘to see’?
    a. Seed
    b. Sees
    c. Saw
    d. Seeing
  5. What is the past tense of the verb ‘to have’?
    a. Had
    b. Has
    c. Having
    d. Haves

Answer Key:

  1. C
  2. C
  3. D
  4. C
  5. A

Simple ESL Lesson Multiple Prompts

Here is an example lesson that I wrote using multiple prompts. I wanted to compare the quality of a single lesson prompt versus multiple prompts. It does not look like there’s much difference. Also, I wanted to train the model by giving it a full example lesson and then change two parameters. The parameters are the topic and student level.

INITIAL PROMPT WITH VOCABULARY:

We will create a lesson for INTERMEDIATE-LEVEL ENGLISH STUDENTS. The topic is ORDERING A PIZZA.

To begin with, create 10 vocabulary words used when ordering a pizza. For each word include the parts of speech, definition, and one example sentence for each. Put the example on the same line as the definition.

Response:

VOCABULARY: 

  1. Topping (noun) – a food item that is placed on top of a pizza, such as cheese, pepperoni, or mushrooms. Example: “I’d like to order a pizza with pepperoni as the topping.”
  2. Crust (noun) – the outer layer of the pizza, typically made of dough. Example: “Can I get a medium pizza with thin crust, please?”
  3. Sauce (noun) – the tomato-based or other flavored liquid that is spread over the crust before adding toppings. Example: “I prefer my pizza with extra tomato sauce.”
  4. Cheese (noun) – a dairy product that is typically sprinkled over the sauce before baking the pizza. Example: “How much extra cheese can I get on my pizza?”
  5. Delivery (noun) – the act of bringing the pizza to a customer’s location. Example: “Can you deliver a large pizza to my apartment, please?”
  6. Takeout (noun) – the option to order and pick up a pizza from the restaurant rather than having it delivered. Example: “I’m going to order a pizza for takeout and pick it up on my way home.”
  7. Specialty pizza (noun) – a type of pizza that has unique and specific toppings or ingredients. Example: “Have you tried their specialty pizza with pineapple and ham?”
  8. Half-and-half (adjective) – the option to split a pizza with different toppings on each half. Example: “Let’s get a half-and-half pizza with pepperoni on one side and mushrooms on the other.”
  9. Extra (adjective) – indicating an additional amount or extent beyond what is normal or expected. Example: “Can I add extra olives and onions to my pizza, please?”
  10. Thin crust (adjective+noun) – a type of pizza crust that is thin and crispy, as opposed to thick and chewy. Example: “I always order my pizza with thin crust because I like it crispy.”

STORY PROMPT:

Create a short story about some friends ORDERING A PIZZA AT A RESTAURANT. Include the vocabulary from the list that you just created. Please remember that these are INTERMEDIATE-LEVEL ENGLISH STUDENTS. The story should be written at their comprehension level.

Response:

STORY:

It was a Friday evening and three friends, Jack, Lisa, and Tim, decided to go out for dinner. They were craving pizza, so they walked to their favorite pizza restaurant in the city.

When they were seated, the waiter handed them the menus. Jack looked at the different pizza options and suggested they order a half-and-half pizza so they could try different kinds of toppings. Lisa and Tim agreed, and they chose their favorite toppings for their halves of the pizza.

Lisa wanted her half with bell peppers and onions, while Tim preferred his half with sausage and mushrooms. Jack chose his half with extra cheese and pepperoni. They couldn’t wait to try their pizza!

While they waited for their pizza, they chatted about their week. Jack mentioned that he had just watched a cooking show where they made pizza from scratch. Lisa and Tim were impressed and asked him to teach them how to make pizza sometime.

When the pizza arrived, they were all delighted with the smell and appearance of it. The crust was thin and crispy, and the cheese was bubbling hot. They each took a slice and savored the flavors of the toppings. Lisa’s bell peppers were crunchy, Tim’s sausage was juicy, and Jack’s pepperoni was savory.

As they ate their pizza, they talked about their plans for the weekend. Tim mentioned that he was going to a movie and invited Jack and Lisa to come along. They agreed and talked about which movie to watch.

After they finished the pizza, they were feeling satisfied and full. The waiter asked if they wanted dessert, but they were too full to eat anything else. They asked for the check and left the restaurant, thanking the waiter for the delicious pizza.

As they walked out of the restaurant, they were already planning their next pizza night. They were grateful for their friendship and the simple pleasures of life, like good food and good company.

COMPREHENSION QUESTIONS PROMPT:

Create FIVE comprehension questions for INTERMEDIATE-LEVEL ENGLISH STUDENTS based on the short story and vocabulary words you created.

Response:

COMPREHENSION QUESTIONS:

  1. What did Jack suggest they order so they could try different kinds of toppings?
  2. What toppings did Lisa choose for her half of the pizza?
  3. What was Tim’s favorite pizza topping?
  4. What did Jack mention that he had just watched before they received their pizza?
  5. What did the friends do after they finished eating their pizza?

DISCUSSION QUESTIONS PROMPT:

Create FIVE discussion questions for INTERMEDIATE-LEVEL ENGLISH STUDENTS based on the short story and vocabulary words that you created.

Response:

DISCUSSION QUESTIONS:

  1. What is your favorite pizza topping? Why do you like it?
  2. Do you prefer to order a whole pizza or a half-and-half pizza with different toppings? Why?
  3. Have you ever made pizza from scratch? What ingredients did you use and how did it turn out?
  4. When you go out to eat with friends, what kinds of foods do you like to share with them?
  5. Do you think pizza is a popular food in your country? What other popular foods do people often order when they eat out?

DIALOGUE PROMPT: Create an example dialogue between people who are ORDERING A PIZZA. Use the vocabulary words from this lesson. The students are INTERMEDIATE-LEVEL ENGLISH STUDENTS. Make sure that the content is not too difficult for them.

DIALOGUE:

Customer: Hi, I’d like to place an order for delivery, please.

Employee: Sure, what kind of pizza would you like?

Customer: I’d like a large pizza with extra cheese and pepperoni on thin crust, please.

Employee: Okay, would you like any other toppings on that?

Customer: Yes, can I also get some olives and mushrooms as extra toppings?

Employee: Absolutely. Is that all for your order?

Customer: Actually, can I also get a specialty pizza with half-and-half toppings? I’d like half with chicken and bell peppers and half with bacon and pineapple.

Employee: Great. Would you like that on regular crust or thin crust?

Customer: I’ll take the regular crust for the specialty pizza, please.

Employee: Not a problem. Can I get your address for delivery?

Customer: Sure, it’s 123 Main Street, apartment 4B.

Employee: Alright, and what’s your phone number, just in case we need to reach you?

Customer: My number is 555-1234.

Employee: Thank you. Your total comes out to $26.75. Will that be cash or card?

Customer: I’ll pay with my card.

Employee: Alright, I’ll need you to read off the card number, please.

Customer: Sure, it’s 1234 5678 9012 3456.

Employee: Thank you. Your pizza will be delivered in about 30 minutes. Thank you for ordering with us!

Giving It An Example Lesson To Learn From

Next, I gave it the entire lesson from above excluding the dialogue. I excluded the dialogue because it seemed to have problems with that section. Maybe I just needed to tweak it a little bit. It is not that important so I just left it off. Once it learned the new format I requested that it ride a new lesson with a new LESSON SUBJECT: What to do on the weekend and STUDENT LEVEL: Beginner.

I could have included the new instructions in the initial prompt. The problem is that when I do that it seems to have an issue creating the lesson. It works better when I separate the initial instructions for learning the format and the instructions to create a new lesson given the new parameters.

INITIAL PROMPT:

Study the format and content of the lesson that I am giving you. It includes VOCABULARY, STORY, COMPREHENSION QUESTIONS, and DISCUSSION QUESTIONS sections. You will need to create those sections. I do not need you to be creative and make up a lesson that follows a different format. For now, just read over the content. Let me know when you have read it and understand the format.

[PASTED IN THE ENTIRE LESSON THAT IT HAD JUST CREATED]

Response:

I have read and understand the format.

LESSON CREATION PROMPT:

Create a new lesson following the format that I gave you. I will give you the subject and the student level. Please create a new lesson based on those two parameters. Here are the new parameters: LESSON SUBJECT: What to do on the weekend STUDENT LEVEL: Beginner

Response:

SECTION: VOCABULARY

  1. Movie (noun) – a motion picture that tells a story or explores a theme. Example: “Let’s go to the movies this weekend and see the new action movie.”
  2. Park (noun) – a public area of land where people go to enjoy nature, have a picnic or play sports. Example: “We can have a picnic at the park on Sunday if the weather is nice.”
  3. Museum (noun) – a building where objects of historical, scientific or artistic importance are displayed for public viewing. Example: “I love going to museums and learning about ancient history.”
  4. Beach (noun) – a sandy or pebbly shore next to a body of water, such as an ocean or lake. Example: “I want to go to the beach and swim in the ocean this weekend.”
  5. Hike (verb) – to walk in nature for exercise and enjoyment. Example: “Let’s hike up that mountain trail and see the beautiful views from the top.”
  6. Restaurant (noun) – a place where people go to eat and drink. Example: “I heard that new Italian restaurant is really good. We should try it out this weekend.”
  7. Concert (noun) – a live music performance by one or more musicians or bands. Example: “I’m excited to go to the concert and see my favorite singer perform live.”
  8. Shopping (noun) – the activity of buying goods from stores. Example: “I want to go shopping for new clothes at the mall this weekend.”
  9. Picnic (noun) – an outdoor meal where food is eaten on a blanket or tablecloth. Example: “Let’s have a picnic in the park and enjoy the sunshine and fresh air.”
  10. Sleep (verb) – to rest by lying down with your eyes closed for a period of time. Example: “I like to sleep in on the weekends and catch up on my rest.”

SECTION: STORY Samantha was trying to decide what to do on the weekend. She had been working hard all week and wanted to have some fun. She called her friend Sarah and asked her if she wanted to hang out. Sarah said yes and they started brainstorming ideas.

Samantha suggested they go to the park and have a picnic. Sarah liked the idea and said they could bring sandwiches and fruit. Samantha also mentioned that there was a new museum in town and they could go see the exhibits. Sarah thought that sounded interesting and agreed to go.

On Saturday, they went to the park first. They found a nice spot under a tree and spread out a blanket. They enjoyed their lunch and watched the birds fly overhead. After they finished eating, they went for a walk and played catch with a Frisbee.

Next, they went to the museum. Samantha was impressed with the paintings and sculptures, while Sarah was more interested in the historical artifacts. They spent a few hours exploring the museum and learning new things.

On Sunday, Samantha and Sarah decided to go to the beach. They brought towels, sunscreen, and a cooler with drinks and snacks. They swam in the ocean and built sandcastles. After a few hours, they got hungry and went to a nearby restaurant for lunch. They ordered seafood and shared a dessert.

When they got home, they were exhausted from all the activities. Samantha asked Sarah if she wanted to go to a movie, but Sarah was too tired. They decided to sleep in and watch a movie at home instead.

SECTION: COMPREHENSION QUESTIONS

  1. What did Samantha and Sarah do first on the weekend?
  2. What did they bring to the park for their picnic?
  3. What did Samantha like at the museum?
  4. Where did they go on Sunday?

Note: it failed to create the discussion questions. So I gave it the following prompt:

Write out the discussion questions

Response:

  1. What do you like to do on the weekend? Why?
  2. Do you prefer to stay at home or go out and do activities on the weekend? Why?
  3. Have you ever gone on a weekend trip? Where did you go and what did you do?
  4. Do you usually make plans for the weekend or do you prefer to decide what to do at the last minute? Why?
  5. What is your favorite thing to do on the weekend with friends or family? Why?

Creating a new lesson but at a different level

Next, I gave it a simple prompt to create a new lesson with the same theme but at a different level.

New Lesson Prompt

Write that same lesson but for advanced-level English students.

Response:

SECTION: VOCABULARY

  1. Hiking (verb) – the activity of going for long walks in the countryside, often on hills or mountains. Example: “I always look forward to hiking in the mountains during the weekend.”
  2. Cultural event (noun) – a social or artistic event that celebrates or represents the traditions, beliefs, or customs of a particular culture. Example: “There is a cultural event happening downtown this weekend. Would you like to come?”
  3. Fine dining (noun) – the experience of eating high-quality food in a sophisticated and elegant atmosphere. Example: “Let’s go fine dining this weekend and celebrate our anniversary in style.”
  4. Beach day (noun) – a day spent at the beach, enjoying the sun, water, and sand. Example: “The weather is perfect for a beach day this weekend. Let’s pack a picnic and go.”
  5. Concert (noun) – a live performance of music by one or more performers or bands. Example: “I am excited to see my favorite band in concert this weekend.”
  6. Road trip (noun) – a journey by car, often involving stops at different places along the way. Example: “Let’s plan a road trip this weekend and explore the countryside.”
  7. Sporting event (noun) – a competition or game in which athletes or teams participate. Example: “I’m going to a soccer game this weekend. Do you want to come with me?”
  8. Museum (noun) – a place where objects of historical, scientific, artistic, or cultural significance are kept and displayed for public viewing. Example: “The museum is having a new exhibit opening this weekend. Let’s check it out.”
  9. Film festival (noun) – an event where multiple films are screened over a set period of time, often with accompanying events and celebrations. Example: “I am volunteering at the film festival this weekend. Would you like to join me?”
  10. Nightlife (noun) – social activities that take place in the evening, often involving bars, clubs, or entertainment venues. Example: “The city’s nightlife is amazing. Let’s explore it this weekend.”

SECTION: STORY Anna and Tom, two close friends, were sitting at a café on a Friday afternoon, discussing what to do on the weekend. They wanted to make the most of their time off work and do something different than usual.

Anna suggested they go hiking in the mountains, but Tom wasn’t sure if he was up for the physical challenge. He suggested they attend a cultural event instead, to experience something new and unique.

Anna agreed, but suggested they also indulge in some fine dining over the weekend. Tom thought that was a great idea and suggested they plan a beach day on Sunday.

Anna suggested they attend a concert on Saturday night and Tom agreed. He also suggested they go on a road trip to a nearby town and visit a sporting event on the way.

Anna loved the idea, but also wanted to visit a museum on Sunday morning. Tom suggested they check out the local film festival in the evening, and Anna agreed.

They were both excited about their plans for the weekend and looked forward to experiencing different activities.

SECTION: COMPREHENSION QUESTIONS

  1. What did Anna suggest they do on the weekend, and how did Tom respond?
  2. What did Tom suggest they do instead of hiking, and why?
  3. What did Anna suggest they do in addition to attending a cultural event, and how did Tom respond?
  4. What did Tom suggest they do on Sunday, and why?
  5. What did Anna and Tom both agree to do on Saturday night and Sunday evening?

SECTION: DISCUSSION QUESTIONS

  1. What kinds of activities do you enjoy doing on the weekend? Why?
  2. Have

Note: it did not complete the discussion questions.

Simple ESL Lesson Prompt

Write an ESL lesson for intermediate-level students. Make sure that it is for intermediate-level students ESL students. Do not make it too difficult. 

Include the following:

[Vocabulary] Four new words with their definition and an example sentence for each.

[Reading] 600-word passage including the new vocabulary words listed above. The subject of the reading is a boy and his dog hiking through the forest.

[Reading comprehension questions] Five comprehension questions about the passage.

[Discussion questions] Five discussion questions about the passage. These questions should be related to situations that are similar to events in the passage.

Response:

Vocabulary:

  1. Intrepid (adjective): Bravely and fearlessly courageous. Example sentence: The intrepid explorer continued her journey despite the dangerous conditions.
  2. Overgrowth (noun): An excessive or profuse growth of vegetation. Example sentence: The overgrowth of weeds made it difficult to traverse the garden.
  3. Tranquil (adjective): Calm and peaceful. Example sentence: The tranquil lake was the perfect place for a picnic.
  4. Tumult (noun): A loud, confused noise; a great commotion or disturbance. Example sentence: The sudden tumult of the storm surprised the hikers.

Reading:

Billy and his dog, Scout, were off on an adventure. They were hiking through the woods, eager to explore the unknown. Billy loved spending time outdoors, and Scout was always ready for any adventure.

It was an intrepid journey. The forest was thick with overgrowth, and the temperature was high. But the duo was undeterred. Billy had been exploring the woods since he was a child, and Scout had grown to love the outdoors as much as Billy.

The path twisted and turned, and soon the two reached a beautiful clearing. The grass was lush and green, and the lake was tranquil. The sun was shining brightly, and the birds were singing. It was peaceful and serene.

Just then, the peace was shattered by a loud tumult. It came from a nearby bush. Billy and Scout were curious. They cautiously approached the bush and peered inside. There, a family of rabbits was busy in their daily routines. Billy and Scout watched in awe at the little creatures and their busy lives.

The two adventurers soon continued on their way. This time, they were even more alert to all the sights and sounds of the forest.

Reading Comprehension Questions:

  1. Who was off on an adventure?
  2. What hindered their progress through the woods?
  3. What did Billy and Scout discover in the bush?
  4. How did the atmosphere of the forest change when they reached the clearing?
  5. What did Billy and Scout do after discovering the rabbits?

Discussion Questions:

  1. Have you ever been on an adventure similar to Billy and Scout’s?
  2. What do you think Scout and Billy would have done if they had encountered a wild animal instead of rabbits in the bush?
  3. What do you think is the most important thing to remember when exploring an unfamiliar area?
  4. How did the peaceful atmosphere of the clearing make Billy and Scout feel?
  5. What would you have done differently if you were in their shoes?

Vocabulary Words Prompt

I am creating a lesson for intermediate-level students that are learning English. The topic is ordering pizza. Please create for me 10 vocabulary words that would be used when ordering a pizza. With each word include the parts of speech, definition, and one example sentence for each.

Response

Sure, here are 10 vocabulary words related to ordering pizza, along with the parts of speech, definitions, and one example sentence for each:

  1. Topping (noun) – a food item that is placed on top of a pizza, such as cheese, pepperoni, or mushrooms. Example: “I’d like to order a pizza with pepperoni as the topping.”
  2. Crust (noun) – the outer layer of the pizza, typically made of dough. Example: “Can I get a medium pizza with thin crust, please?”
  3. Sauce (noun) – the tomato-based or other flavored liquid that is spread over the crust before adding toppings. Example: “I prefer my pizza with extra tomato sauce.”
  4. Cheese (noun) – a dairy product that is typically sprinkled over the sauce before baking the pizza. Example: “How much extra cheese can I get on my pizza?”
  5. Delivery (noun) – the act of bringing the pizza to a customer’s location. Example: “Can you deliver a large pizza to my apartment, please?”
  6. Takeout (noun) – the option to order and pick up a pizza from the restaurant rather than having it delivered. Example: “I’m going to order a pizza for takeout and pick it up on my way home.”
  7. Specialty pizza (noun) – a type of pizza that has unique and specific toppings or ingredients. Example: “Have you tried their specialty pizza with pineapple and ham?”
  8. Half-and-half (adjective) – the option to split a pizza with different toppings on each half. Example: “Let’s get a half-and-half pizza with pepperoni on one side and mushrooms on the other.”
  9. Extra (adjective) – indicating an additional amount or extent beyond what is normal or expected. Example: “Can I add extra olives and onions to my pizza, please?”
  10. Thin crust (adjective+noun) – a type of pizza crust that is thin and crispy, as opposed to thick and chewy. Example: “I always order my pizza with thin crust because I like it crispy.”