"Ai" Train

AĂ§ai

This simple worksheet focused on vowel combination ai offers several simple tasks that will help Ss start reading correctly.

Vowel combination ai

This is a book for kids to practice their spelling skills. Really useful for teaching specific sound in phonics phase 3,4. Also, we have insert a sentence for each word that makes the kids understand more the meaning of each word.

Phonics AI Sound 

Reading the text about AI and modern technology, answering the uestions about AI, doing vocabulary tasks, answering critical thinking questions, doing post reading tasks

AI and Technology

Reading comprehension/listening comprehension. Topic - AI, models, social media. Suitable for more advanced students - B1 to C1 level. Additional conversation questions are provided.

AI models - AITANA

Select the appropriate phonic word for each image. This activity is designed for young readers in the early stages of phonics acquisition, particularly focusing on the "ai" sound. It serves as a beneficial tool for reinforcing vocabulary comprehension and recognition.

Vowel Digraph -ai

First part. Teacher reads the words that have "ai" sound and students circle the correct words.



Second part. Students draw lines between the pictures to the correct words.



Third part. Students have to find 5 words that have "ai" sound.





This worksheet is recommended for students age 5-6 years old. 





Happy teaching! :)

Phonic "ai" part 2

Preparation: Familiarize yourself with the text to get a good understanding of its content and themes.


Question 1 - AI's Impact on Work: Ask students to discuss the arguments for and against AI's impact on work and efficiency. Encourage them to cite examples from the text.


Question 2 - Healthcare Advancements: Have students explore how AI has transformed healthcare and the potential risks involved. Get them to explain the benefits and possible drawbacks.


Question 3 - Financial Sector: Discuss how AI has revolutionized the financial industry, focusing on both the improvements and challenges mentioned.


Question 4 - Education Systems: Prompt students to talk about AI's influence on education and address the need for equitable access to AI-driven tools.


Question 5 - Job Markets: Engage students in a conversation about the effects of AI on traditional job markets and the necessary adaptations for the workforce.


Question 6 - Creativity: Ask students to reflect on AI’s role in art and music, and to consider the philosophical questions about creativity that arise.


Question 7 - Dietary Improvements: Get students to analyze how AI technology can assist in making dietary improvements more accessible.


Question 8 - Overall Impact: Finally, have a discussion about the overall opportunities and challenges presented by AI, and how it can be used responsibly.



Reading: What is Ai ?

Reading the text about AI and Prompt Engineering that willbroaden your knowledge of using AI in diferent spheres of life. Lexical, grammar and discussion based tasks will give beter understanding of the text

AI and Prompt Engineering

The AI Alternative Literature Exploration activity enhances students' understanding of popular literature and practices their English language skills by using AI to create alternative storylines. Students begin by choosing a popular book from a provided list, such as "What if Harry Potter's parents had survived?" or "What if Bilbo had never found the ring?". They use ChatGPT to generate a brief summary of the chosen book, ensuring it is clear and written at a B1 English level. After understanding the original storyline, students ask ChatGPT to create an alternative version of the story and summarize this alternative storyline in their own words, making it concise and clear. Students then prepare a two-minute presentation that includes a brief explanation of the original storyline, a description of the alternative scenario, and a discussion of the potential impacts and changes resulting from the alternative storyline. They are encouraged to use visuals or slides to make their presentations more engaging. Finally, each student presents their alternative storyline to the class, followed by a discussion where classmates ask questions and provide feedback. This activity fosters creativity, critical thinking, and enhances students' ability to analyze and present different scenarios.

AI Alternative Literature Exploration

Enhance students' understanding of historical events and practice English language skills by using AI to create alternative histories. In this activity, students will explore how changing one event in history could lead to different outcomes. They will start by choosing a historical event from a provided list, such as "What if Hannibal had conquered Rome?" or "What if the Library of Alexandria had never been destroyed?" 

Students will then use AI to generate a brief description of the chosen event, ensuring the language is at a B1 level according to the CEFR. After understanding the original event, students will ask AI to create an alternative version of the history. They will summarize this alternative history in their own words, making sure it is concise and clear.

Next, students will prepare a 5-minute presentation. In their presentations, they should briefly explain the original historical event and then describe the alternative history scenario, discussing potential impacts and changes. They should not read directly from the AI-generated text but use it as a reference. Students are encouraged to use visuals or slides to make their presentations more engaging.

This activity fosters creativity and critical thinking, helping students understand history better while practicing their English language skills.

AI Alternative History Exploration

Culture, intercultural communication, cross-cultural communication

Adjectives to describe feelings, emotions

Adjectives to describe personality and character

Adjectives: Gradable / Non-gradable adjectives

Articles: Definite or indefinite article (a, an or the)

BE + infinitive structures (e.g. he was to become famous)

Clauses of contrast (e.g.  although, while)

Clauses of purpose (e.g. in order to, so that, so as to)

Clauses of reason (e.g. because, because of, due to, as, since)

Cleft sentences (e.g. It's Joey we're looking for)

Comparison: Comparative adjectives and structures

Comparison: Superlative adjectives and structures

Conditional 2 (second conditional) - would

Conditionals: Conditional phrases (e.g. unless, provided that, as long as)

Conjunctions (aka connectives, e.g. and, but, or, so, then)

Contractions (shortened forms, e.g. don't, aren't, etc.)

Determiners (words that can come before nouns)

Formal and informal English (politeness or colloquial language)

Future perfect continuous (progressive) tense

Future perfect simple and continuous (progressive) tense

Future phrases (e.g. be about to, bound to, likely to, due to, set to + INF)

Homonyms (two words with the same pronunciation - homophones and homographs)

It as preparatory subject (e.g. it's raining, it's nice of you to)

Linking verbs (aka copulas, e.g. I am a student)

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Creative Commons Attribution Share Alike License

Creative Commons Attribution No Derivatives License

Creative Commons Attribution Non-Commercial License

Creative Commons Attribution Non-Commercial Share Alike License

Creative Commons Attribution Non-Commercial No Derivatives License

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Nouns: Collective nouns (team, class, family, committee)

Nouns: Proper nouns (names of people, cities, companies)

Oxymorons (phrases with words of contradictory meaning, e.g. living dead)

Participles: Past participle (e.g. HAVING DONE)

Participles: Present participle (e.g. DOING)

Parts of Speech (aka word classes, e.g. nouns, verbs, adjectives, adverbs)

Past perfect continuous (progressive) tense

Phonetics (pronunciation, IPA, phonetic symbols)

Plural nouns: regular plurals with S ending

Prefixes (e.g. A, UN, IM, DIS, MIS, EN, etc. )

Prepositions vs adverbs (e.g. before me, saw him before.)

Prepositions: Double prepositions (e.g. out of)

Prepositions: Participle prepositions (e.g. pending, concerning)

Prepositions: Phrase prepositions (e.g. by means of)

Present perfect continuous (progressive) tense

Present perfect simple or present continuous tense

Present simple tense: S for third person singular verbs

Present simple vs continuous (progressive) tense

Pronouns: EACH OTHER, ONE ANOTHER (reciprocal pronouns)

Pronouns: Possessive pronouns (e.g. my, mine)

Pronouns: Reflexive pronouns (e.g. myself, yourself))

Pronouns: SOMEBODY, ANYBODY, EVERYBODY, NO ONE, NOTHING, etc.

Pronouns: THIS, THAT, THESE, THOSE (demonstratives)

Pronouns: YOU and THEY to talk about people in general

Quantifiers (e.g. some, many, much, any, few, little)

Questions: WH questions (open-ended questions)

Reported speech: reported questions (indirect questions)

There is / there are / there was / there were / there will be, etc.

Verbs: Transitive or intransitive verbs (words that can or cannot stand with objects)

Working with Paragraphs: ordering, titling

Role play, miming, drama activity or improv game

Pictionary (picture dictionary) or picture matching

Writing an opinion essay (persuasive essay)

Learners who are Pre-A1 have just begun learning English and will first learn how to:<ul><li>Say the letters in the alphabet and numbers</li><li>Say hello, talk about names and age</li><li>Name the colors and dates, express likes and dislikes</li></ul>

Absolute beginners who have begun to learn the letters and numbers

Learners taking the A1 Elementary exam should be able to:<ul><li>Introduce themselves and ask and answer questions about personal details such as where he/she lives, things he/she has, people he/she knows.</li><li>Communicate using very basic phrases as long as the other person talks slowly and clearly and is prepared to help.</li><li>Main grammar points to know: common adjectives & adverbs of frequency, going to, how much/how many, imperatives, I'd like, 's – possessive, common prepositions of place and time, present simple & continuous, there is/are</li></ul>

A very basic tourist level, which is enough for buying food and a bus ticket

Learners taking the A2 Pre-intermediate exam should be able to:<ul><li>Understand sentences and frequently used expressions (e.g. very basic personal and family information, shopping, local geography, employment).</li><li>Complete tasks that are routine and exchange information about familiar matters.</li><li>Describe matters of immediate need in simple terms.</li><li>Main grammar points to know: countable/uncountable nouns, adverbs of frequency, future will/going to, much/many, present perfect, past simple, past continuous, common phrasal verbs, common modals: can/should</li></ul>

A tourist who can do basic conversations about the past, present and future

Learners taking the B1 Intermediate exam should be able to:<ul><li>Understand points regarding family, work, school or leisure-related topics.</li><li>Deal with most travel situations in areas where the language is spoken.</li><li>Create simple texts on topics of personal interest.</li><li>Describe experiences, events, dreams, and ambitions, as well as opinions or plans in brief.</li><li>Main grammar points to know: question tags, intensifiers: too/enough, future tenses, past tenses, modals, conditionals, wh-questions in the past</li></ul>

Learners who can deal with both familiar and routine situations, in friendly and work contexts

Learners taking the B2 Upper-intermediate exam should be able to:<ul><li>Understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization.</li><li>Interact with fluency and spontaneity that makes regular interaction with native speakers quite possible without difficulty for either party.</li><li>Produce clear, detailed text on a wide range of subjects and explain an opinion on a topical issue giving the advantages and disadvantages of various options.</li><li>Main grammar points to know: perfect tenses, mixed conditionals, modals in the present, phrasal verbs, reported speech, wish, relative clauses</li></ul>

The level where you can be a tour guide for your foreign friends and talk about a lot of topics, even abstract ones, with ease and fluency

Learners taking the C1 Advanced exam should be able to: Express ideas fluently and spontaneously without much obvious searching for expressions. Use language flexibly and effectively for social, academic and professional purposes. Understand a wide range of demanding, longer texts. Produce clear, well-structured, detailed text on complex subjects, using linking phrases (=words that connect ideas between sentences). Main grammar points to know: inversion, mixed conditionals, modals in the past, all passive forms, phrasal verbs (all patterns), wish/if only for regrets

Learners who can smoothly communicate in every walk of life, read long texts and write well

Learners taking the C2 Proficient exam should be able to:<ul><li>Understand almost everything read or heard with ease.</li><li>Summarize information from a variety of sources into a coherent presentation.</li><li>Express themselves using precise meaning in complex scenarios.</li><li>Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations</li></ul>

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33,617 Ai English ESL worksheets pdf & doc