This is a model text for vocabulary about daily routines. It was created by AI, specifically Google Gemini Storybooks. The prompt was: "Write a storybook to teach daily routines to young esl students. Include: wake up, take a shower, get dressed, comb my hair, eat breakfast, do homework, brush teeth, go to bed". That prompt and the chat can be viewed here. I used this story to supplement Oxford Picture Dictionary Content Areas for Kids, and the specific vocabulary that I choose comes from that textbook. But I believe this can also be used independently for any lesson on daily routines.
Showing posts with label Using AI to create a model text. Show all posts
Showing posts with label Using AI to create a model text. Show all posts
Monday, October 27, 2025
Object Pronouns: Model Text and Worksheet
(TESOL Materials--Object Pronouns)
* Model Text: The Big Red Box of Pronouns--prompt here
[Notes: This model text was created using AI, specifically Gemini Storybook. The prompt was: "Create a storybook to introduce object pronouns to ESL students. Remember to use simple English, and be sure to include all the object pronouns: me, you, him, her, it, us, you, them" The chat can be viewed here. In my classes, I read the story with my students once for general understanding, then I handed them the worksheet, and asked them to identify the referent for each underlined word. Then we went through it together in feedback. This worked fairly well in my class, although there is one weak link--in the sentence "Zara pushes the wagon to Tashi. She pushes the box to them" . It's not entirely clear just from this sentence alone who "them" refers to. ]
This is Pip. Pip has a big red box. It is heavy! Pip needs help to share the box with everyone.
Pip speaks: "The box is too big. Can you pass it to me?"
Pip sees his friend, Sage. Sage is standing right there. "Sage, I will give the box to you."
Pip steps back. "I give the box to him."
Sage sees his friend, Zara. He gives the box to her.
Zara sees a little red wagon on the path. She puts the heavy box in it.
Zara pushes the wagon to Tashi. She pushes the box to them.
Tashi and Lila speak to Pip and Zara. "The path is too long to walk alone. Come with us!"
Pip speaks to all the friends. "Thank you all for helping! We are a good team.”
Everyone helped deliver the box to the school children. "They gave the box to them! We did it!"
Subject pronouns | Object pronouns |
I love you, | and you love ___. |
You love me, | and I love ____. |
He loves me, | and I love ____. |
She loves me, | and I love ____. |
It loves me, | and I love ___. |
We love you, | and you love ____. |
They love me, | and I love _____. |
Thursday, October 16, 2025
Model Text for Comparative Adjectives (created by Gemini Storybook)
(TESOL Materials--Comparative Adjectives)
The chat where these storybooks were created is HERE.
These model texts were created using Gemini Storybooks.
Monday, October 13, 2025
Subject Pronouns: Model Text and Worksheet
(TESOL Materials--Subject Pronouns)
* Model Text: The Picnic Pronouns--prompt here
[Notes: This model text was created using AI, specifically Gemini Storybook. The prompt was: "Create a storybook to introduce subject pronouns to ESL students. Remember to use simple English, and be sure to include all the subject pronouns: I, you, he, she, it, we, you, they" The chat can be viewed here. In my classes, I read the story with my students once for general understanding, then I handed them the worksheet, and asked them to identify the referent for each underlined word. Then we went through it together in feedback.]
“Hello! My name is Leo. I am going on a picnic.”
Leo sees his friend Mia. “Hello, Mia! Are you ready?” he asks.
Mia sees her dog, Pip. “He is ready, too!” she says. Pip wags his tail.
Leo sees his friend, Mia. “She is bringing the blanket,” he says.
The picnic basket is full of food. “It is heavy!” says Leo.
Leo and Mia walk together. “We are going to the park,” says Leo.
They see more friends at the park. “Hello, everyone! Are you ready for fun?” asks Mia.
The friends are playing a game. “They are playing with a ball,” says Leo.
Everyone sits down to eat. “We are so happy to be here!” says Mia.
The picnic is a lot of fun. They eat, they play, and they laugh. It is a perfect day.
Thursday, November 28, 2024
Lesson for Verbs / Nouns + prepositions (Collocations with Prepositions)
(TESOL Materials--Prepositions, Collocations)
Google Drive Folder HERE
* Make Sentences to Practice Vocabulary Words Using Quizziz: Write sentences using verbs/nouns + prepositions
Notes: These are materials for verb or noun + preposition collocations. This was originally created to supplement p.74 exercise 1a of Expert IELTS 6, and the specific words in these materials reflect the words from that textbook exercise (source of, phase of, link to, expert on, designed by, symbol of, version of and available to). However, I think these materials can also stand independently of the textbook, for any teacher who wants to do a lesson on collocations with verbs and nouns plus prepositions. So I am posting the materials here.
Staging is as follows:
* Lead-in: Students talk about a time they used a map
* Prediction: Display photo on projector. Get students to predict what the boy is using the map for
* Specific Information Questions: Give students a copy of the model text (page four) and the specific information questions (page 1)
* Noticing Activity: Match the Words to the Text: Remove the model text from students. Give students a copy of the model text with the key vocabulary blanked out (page 2). Students must then reconstruct the text using a running dictation.
* Clarification of Meaning: Display the model text on the projector with the target vocabulary underlined (page 3). Check that students understand the meaning use concept checking questions. Next, match the words to the definitions with quizlet
What was Alex holding in his hands?
What did Alex love exploring?
What was Alex’s grandfather an expert on?
Where did the new version of the map appear?
What was Alex determined to do?
What was Alex holding in his hands?
What did Alex love exploring?
What was Alex’s grandfather an expert on?
Where did the new version of the map appear?
What was Alex determined to do?
Alex held the old map in his hands. The old map was a _______________ endless fascination for Alex. For one thing, he was currently in a _______________ his life where he loved exploring old things. For another thing, in his mind this map was _______________ his memory of his grandfather. His grandfather was an _______________ ancient history. The map had belonged to his grandfather, but it had been _______________ someone unknown. The map was filled with strange symbols. These were _______________ an ancient treasure. Alex dreamed of finding the treasure it promised. But, Alex was not the only one who had access to this map. A new _______________ the map had recently appeared online, where it was _______________ everyone. Soon, more people would find the map, and try to solve its riddle. But Alex was determined to solve the riddle before anyone else.
Alex held the old map in his hands. The old map was a source of endless fascination for Alex. For one thing, he was currently in a phase of his life where he loved exploring old things. For another thing, in his mind this map was linked to his memory of his grandfather. His grandfather was an expert on ancient history. The map had belonged to his grandfather, but it had been designed by someone unknown. The map was filled with strange symbols. These were symbols of an ancient treasure. Alex dreamed of finding the treasure it promised. But, Alex was not the only one who had access to this map. A new version of the map had recently appeared online, where it was available to everyone. Soon, more people would find the map, and try to solve its riddle. But Alex was determined to solve the riddle before anyone else.
Alex held the old map in his hands. The old map was a source of endless fascination for Alex. For one thing, he was currently in a phase of his life where he loved exploring old things. For another thing, in his mind this map was linked to his memory of his grandfather. His grandfather was an expert on ancient history. The map had belonged to his grandfather, but it had been designed by someone unknown. The map was filled with strange symbols. These were symbols of an ancient treasure. Alex dreamed of finding the treasure it promised. But, Alex was not the only one who had access to this map. A new version of the map had recently appeared online, where it was available to everyone. Soon, more people would find the map, and try to solve its riddle. But Alex was determined to solve the riddle before anyone else.
Wednesday, November 13, 2024
Model Text for Three Word Phrasal Verbs (Created by AI)
(TESOL Worksheets--Three Word Phrasal Verbs)
Lead-in: Ask students if one of their friends had ever been in a break-up? What did they do to help their friend?
Specific Information Questions: Students read text and answer questions
Noticing the target language: Put students in pairs. Remove their copy of the model text, and give them a copy of the model text with the target language blanked out. Place the completed model text outside of the room. Students have to reconstruct the text using a running dictation.
Clarification Meaning: Display completed model text on the projector with the phrasal verbs underlined. Use concept checking questions to check the meaning of the phrasal verbs.
For additional practice on meaning, you can use this quizlet. For a controlled practice, use this Kahoot.
1. How did Leo feel about his older brother, Alex?
2. What was Alex struggling to get back into?
3. What was Alex running out of?
4. When they went hiking, what did they come up against?
5. What was Alex grateful for?
6. What was Leo proud of?
Leo had always looked up to his older brother, Alex. They got along well, but Leo often felt like Alex looked down on him. One day, Alex broke up with his girlfriend and came down with a terrible cold. Leo decided to look out for his brother, helping him with his chores and bringing him soup.
As they spent more time together, Leo realized that Alex was struggling to get back into his routine. He was running out of motivation and seemed to be giving up on his goals. Leo knew he had to do something. He suggested they play around with some new hobbies, like painting or hiking. Alex was hesitant at first, but he eventually agreed.
As they spent more time outdoors, Alex started to feel better. He began to grow out of his funk and get back into his old self. Leo was proud of his brother and happy to see him smiling again.
One day, as they were hiking, they came up against a steep cliff. Alex hesitated, but Leo encouraged him to keep going. "We can do this," Leo said. "Don't give up."
Alex took a deep breath and started climbing. He was struggling, but Leo was there to support him. Finally, they reached the top, and Alex felt a sense of accomplishment.
From that day on, Alex started to look forward to their adventures. He was grateful for Leo's support and realized that he shouldn't let setbacks get him down. They continued to explore new hobbies and spend time together, strengthening their bond.
Leo was proud of the progress his brother had made. He knew that sometimes, all it takes is a little encouragement and support to help someone get back on their feet.
Leo had always _____________his older brother, Alex. They _____________, but Leo often felt like Alex_____________ him. One day, Alex _____________ his girlfriend and _____________ a terrible cold. Leo decided to _____________ his brother, helping him with his chores and bringing him soup.
As they spent more time together, Leo realized that Alex was struggling to_____________ his routine. He was _____________motivation and seemed to be _____________ his goals. Leo knew he had to do something. He suggested they _____________ some new hobbies, like painting or hiking. Alex was hesitant at first, but he eventually agreed.
As they spent more time outdoors, Alex started to feel better. He began to _____________ his funk and _____________his old self. Leo was proud of his brother and happy to see him smiling again.
One day, as they were hiking, they _____________ a steep cliff. Alex hesitated, but Leo encouraged him to keep going. "We can do this," Leo said. "Don't give up."
Alex took a deep breath and started climbing. He was struggling, but Leo was there to support him. Finally, they reached the top, and Alex felt a sense of accomplishment.
From that day on, Alex started to _____________ their adventures. He was grateful for Leo's support and realized that he shouldn't let setbacks _____________. They continued to explore new hobbies and spend time together, strengthening their bond.
Leo was proud of the progress his brother had made. He knew that sometimes, all it takes is a little encouragement and support to help someone _________ their feet.
Leo had always looked up to his older brother, Alex. They got along well, but Leo often felt like Alex looked down on him. One day, Alex broke up with his girlfriend and came down with a terrible cold. Leo decided to look out for his brother, helping him with his chores and bringing him soup.
As they spent more time together, Leo realized that Alex was struggling to get back into his routine. He was running out of motivation and seemed to be giving up on his goals. Leo knew he had to do something. He suggested they play around with some new hobbies, like painting or hiking. Alex was hesitant at first, but he eventually agreed.
As they spent more time outdoors, Alex started to feel better. He began to grow out of his funk and get back into his old self. Leo was proud of his brother and happy to see him smiling again.
One day, as they were hiking, they came up against a steep cliff. Alex hesitated, but Leo encouraged him to keep going. "We can do this," Leo said. "Don't give up."
Alex took a deep breath and started climbing. He was struggling, but Leo was there to support him. Finally, they reached the top, and Alex felt a sense of accomplishment.
From that day on, Alex started to look forward to their adventures. He was grateful for Leo's support and realized that he shouldn't let setbacks get him down. They continued to explore new hobbies and spend time together, strengthening their bond.
Leo was proud of the progress his brother had made. He knew that sometimes, all it takes is a little encouragement and support to help someone get back on their feet.
Saturday, November 09, 2024
Model Text for Adverbs of Intensity
(TESOL Worksheets--Adverbs of Intensity)
This is a lesson on adverbs of intensity using a model text created by AI. I made this model text when I was teaching Impact 4, Unit 7, Grammar: Adverbs: Expressing Different Levels of Intensity p.122, and this text reflects the vocabulary that is used in that textbook lesson. But I believe this can also be used independently for a general lesson on adverbs of intensity. The lesson staging is below. In the staging, I use a quizlet for Adverbs of Intensity that I've previously posted on this blog.
Think of an old person that you know. Do they talk a lot about their memories? What kind of memories do they talk about? | |
Model Text | Prediction: show picture. Elicit from students what it is (old man on porch). Ask students what they think the old man is thinking about? Gist task: Listen to the story. Is the old man happy? Read out the model text (students listen). Specific information questions. Students listen again and answer questions 1-5 |
Put students in pairs. Give them a copy of the model text with the target language blanked out. Place the completed model text outside of the room. Students have to reconstruct the text using a running dictation. | |
Students do a sorting activity with the adverbs of intensity. Confirm by displaying the answer sheet on the projector. Additional Clarification Activity: quizlet live | |
Using the model text, elicit from students that the adverb comes either before the verb or the adjective. | |
Remove screen from view of students, and drill pronunciation. |
1. What jobs had the old man done in the past?
2. Where did the old man spend countless hours?
3. What was rather like the ocean?
4. Was the old man bitter about growing old?
5. What did the sun cast across the porch?
The old man was _________ frail he could _________ lift his teacup. His hands, once strong and capable, were now _________ wrinkled and spotted. He’d _________ lived a full life, though. He’d been a sailor, a soldier, a husband, a father. Now, he was _________ just a watcher.
He’d spent countless hours on the porch, watching the world go by. Children laughed; dogs barked; cars zoomed past. It was a _________ peaceful chaos. He was _________ content with this simple rhythm. He could _________ feel the daily rhythm in his bones.
Life, he often thought, was _________ like the ocean. It could be calm and inviting one moment, and then, suddenly, _________ rough. You could be _________ on top of the world, or _________ lost at sea.
He was _________ old now, and his memories were _________ foggy. But he could still recall the sharp tang of salt air, the feel of a deck beneath his bare feet, the terrifying beauty of a storm. Those days were _________ like a dream now.
Still, he was _________ bitter about growing old. In fact, he was _________ grateful for the time he had. Each day was a gift, a precious, fragile thing. He was lucky to have lived _________ long, to have loved _________ deeply, to have experienced _________ much.
As the sun began its descent, casting _________ long shadows across the porch, the old man smiled. He was tired, _________ achy, but profoundly at peace. Tomorrow was another day, and he was ready for it, whatever it might bring.
The old man was so frail he could barely lift his teacup. His hands, once strong and capable, were now rather wrinkled and spotted. He’d certainly lived a full life, though. He’d been a sailor, a soldier, a husband, a father. Now, he was kind of just a watcher.
He’d spent countless hours on the porch, watching the world go by. Children laughed; dogs barked; cars zoomed past. It was a sort of peaceful chaos. He was absolutely content with this simple rhythm. He could practically feel the daily rhythm in his bones.
Life, he often thought, was rather like the ocean. It could be calm and inviting one moment, and then, suddenly, extremely rough. You could be totally on top of the world, or completely lost at sea.
He was quite old now, and his memories were somewhat foggy. But he could still recall the sharp tang of salt air, the feel of a deck beneath his bare feet, the terrifying beauty of a storm. Those days were almost like a dream now.
Still, he was hardly bitter about growing old. In fact, he was very grateful for the time he had. Each day was a gift, a precious, fragile thing. He was lucky to have lived so long, to have loved so deeply, to have experienced so much.
As the sun began its descent, casting really long shadows across the porch, the old man smiled. He was tired, slightly achy, but profoundly at peace. Tomorrow was another day, and he was ready for it, whatever it might bring.
The old man was so frail he could barely lift his teacup. His hands, once strong and capable, were now rather wrinkled and spotted. He’d certainly lived a full life, though. He’d been a sailor, a soldier, a husband, a father. Now, he was kind of just a watcher.
He’d spent countless hours on the porch, watching the world go by. Children laughed; dogs barked; cars zoomed past. It was a sort of peaceful chaos. He was absolutely content with this simple rhythm. He could practically feel the daily rhythm in his bones.
Life, he often thought, was rather like the ocean. It could be calm and inviting one moment, and then, suddenly, extremely rough. You could be totally on top of the world, or completely lost at sea.
He was quite old now, and his memories were somewhat foggy. But he could still recall the sharp tang of salt air, the feel of a deck beneath his bare feet, the terrifying beauty of a storm. Those days were almost like a dream now.
Still, he was hardly bitter about growing old. In fact, he was very grateful for the time he had. Each day was a gift, a precious, fragile thing. He was lucky to have lived so long, to have loved so deeply, to have experienced so much.
As the sun began its descent, casting really long shadows across the porch, the old man smiled. He was tired, slightly achy, but profoundly at peace. Tomorrow was another day, and he was ready for it, whatever it might bring.
stronger | weaker |
stronger | weaker |
absolutely, so, very, really extremely, certainly, quite, rather, completely, totally | slightly, barely, hardly, somewhat, kind of, sort of, almost |
Write a description of a person. (This could be a real person or a fictional person). Use adverbs of intensity.
absolutely, almost, barely, certainly, completely, extremely, hardly, kind of, practically, quite, rather, really, slightly, so, somewhat, sort of, totally, very |
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