- Advanced students practice reading through reading about AI in the form of a news article 
- Students then get to skim read and find any unknown vocabulary and put it in the vocab box
- Students then use that vocabulary in their writing practice about their opinion on AI

Artificial Intelligence (AI) Reading Comprehension

Short reading comprehension activity on a recent news story about an app which can help teachers detect essays or assignments created by AI. Comprehension questions about the text and a vocabulary activity on words from the text.

AI detection app reading comprehension

Practise the two phonics, which give the same sound AI and AY with this easy and colourful wordlist! Suitable for absolute beginners of all ages! This is only a reading tool, not a worksheet.

AI, AY Wordlist / Anchor Chart

The students will work together to get AI to output the assigned vocabulary words. They will need to write and input several definitions of the word before AI gives them the desired word.

AI is not all bad!

Words with long a sound - aihave your students read through the sentences and fill in the spaces using the 'ai' words from the word bank. This resource will help children read and spell words with the long vowel a sound. We use 'ai' in the middle of words including train, rain, paint, grain, wait, tail, waist, etc. What is a cloze activity? A cloze worksheet is a useful activity to improve a child's reading comprehension and grammar skills. Words are removed from the text for students to fill in as an exercise in reading comprehension. I am one of the content developers at primaryleap.co.uk. This resource can be used for home learning or in the classroom. I hope you find it useful.

Long vowel 'ai' words - cloze activity

This is a breakout task connected to my PPT - AI The Moral Panic. This is the last discussion task where students are asked to consider who would benefit from a Moral Panic about AI with some specific examples. Students discuss some images related to AI and its effects on people, professions, businesses, governments and society. They are given some questions to help start the discussion.

Moral Panic - AI Is the Problem

ESL Lesson Plan for B2 about AI and how it will change the future focusing on reviewing future tenses, idiomatic expressions and a lot of speaking practice. 
Based on YoutubeVideo by Mike Walsh Futurist Keynote

How AI will change the future

worksheet summary
Title: Working with AI – Reading, First Conditional & Vocabulary Practice (B1-B2)

Description:
This worksheet explores how Artificial Intelligence (AI) is affecting different jobs today and how it may influence the future of work. The reading text is presented as six mini-interviews with professionals — including a teacher, electrician, welder, and nurse — making it relatable and practical for students in technical schools or those preparing for the Maturita exam.

The worksheet includes:
 Vocabulary matching and gap fill
Work-related phrasal verb matching and usage
 Grammar focus on the First Conditional with a clear explanation
 Grammar correction and sentence creation tasks
A speaking activity where students interview a classmate and report their answer using the target grammar

Designed for B1–B2 learners, this worksheet is especially useful for conversation practice and Maturita-style preparation.
No L1 is included, but it can easily be adapted with translations for additional support.

Using AI at work (first conditional)

Artificial intelligence, commonly known as AI, is becoming very popular in modern society. It has many advantages that make our life easier and more convenient in different ways

AI, a blessing or a curse

This B1-level worksheet explores the idea of artificial intelligence becoming a reflection of our own personality. It includes a simplified article of around 600 words and two follow-up activities. First, students answer comprehension questions to check their understanding of the text. Then, they move on to discussion questions designed to encourage speaking and critical thinking. The article explains how personalized AI can start to act like a supportive friend—or even influence us, like the classic image of an angel and devil on our shoulders. A humorous black-and-white cartoon in the style of a vintage newspaper editorial supports the theme visually and makes the topic more relatable. This resource is ideal for lessons about technology, identity, modern communication, or ethical decision-making.


Is Your AI Becoming Like You?

The series "For or Against" is intended to stimulate discussion for advanced students. Before the teacher gives the students the worksheet, they should make a list together on the board. Then they can discuss in pairs, or in small groups, the statements of the worksheet. There is always a page that brings vocabulary to discuss and argue.



For or against - AI in the classroom

Listening and speaking. The worksheet focuses on the potential threats of AI and ways to counteract them. It includes lead-in questions, vocabulary matching exercises, and listening comprehension activities based on short videos from the Economist related to the topic. The main objective of the worksheet is to introduce students to the concept of AI and its potential impact on society, while also encouraging critical thinking about the benefits and risks associated with this emerging technology. The worksheet contains new words and phrases related to AI and its underlying technologies, providing an opportunity for learners to improve their language skills in an engaging and interactive way. The worksheet is designed for intermediate to advanced level learners. Overall, this worksheet can be a valuable tool for language learners to enhance their language proficiency while also gaining knowledge about an important and timely topic.

Managing the Uncertain Future of AI How to stop AI going rogue (video-based listening and speaking)

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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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>

Get here and you are ready to study in English at university

32,647 Ai English ESL worksheets pdf & doc