A selection of English ESL chatgpt printables

ESL Reading Comprehension Exercise about ChatGPT. Students will have to read a text and complete the following exercises about the content of the text. Exercises are about vocabulary.

Reading Comprehension on ChatGPT

In the following lesson, the students will watch a video about ChatGPT and answer some questions to practice expressing their opinion about a trending topic. The lesson can be used both as a homework and as a class activity. 

Listening and speaking practice: ChatGPT

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 - Using ChatGPT at school

This worksheet introduces students to the responsible use of AI in the classroom, comparing it to how we once learned to use Google. Designed for B1–B2 learners, it includes a reading text that explores how tools like ChatGPT can support learning without replacing critical thinking. The worksheet features vocabulary matching, comprehension questions, and a practical grammar activity where students interact with AI to better understand a grammar point they personally struggle with. Students are guided to write prompts, analyze helpful and confusing parts of the AI response, and reflect on their learning process. This resource encourages digital literacy, independent thinking, and curiosity—perfect for modern classrooms adapting to new technology.

From Google to ChatGPT – Learning to Use New Tools Wisely

Listening, speaking, and writing. This worksheet explores the topic of chatbots and chatGPT as well as their potential impact on our daily lives. The worksheet includes a lead-in discussion, matching vocabulary exercises, and listening comprehension activities based on short videos. The main goal of the worksheet is to introduce students to the concept of chatbots and their potential applications in various fields, while also encouraging critical thinking about the potential benefits and risks associated with this technology. The worksheet covers topics such as generative AI, the search engine industry, and the potential for chatbots to become personal companions. The worksheet contains new words and phrases related to artificial intelligence, chatbots, and related topics. Overall, this worksheet can help learners to improve their language skills in a fun and engaging way, while also learning about the fascinating topic of chatbots and their impact on the future. This worksheet is appropriate for intermediate to advanced level learners who are interested in technology, artificial intelligence, and the future of communication.

Beyond ChatGPT: what chatbots mean for the future (video-based task: listening, speaking, writing)

This worksheet for high A2 to low B1 students includes a short reading on how video games help with learning and development. Students complete a vocabulary matching task and discuss personalized speaking questions about gaming. The main activity guides students to use ChatGPT to create and improve their own school-related video game ideas by writing better prompts. The worksheet focuses on creativity, critical thinking, and speaking fluency through practical, interactive tasks.



Level Up Learning: How Video Games Help Us Grow!

reading comprehesion tasks which fosuses on multiple reading strategies such as skimming and scanning. The text and exercises are made with help from ChatGPT. Level ERK A2-B1

Visit Canada reading

This worksheet is designed for A2 (pre-intermediate) students and explores ten famous ships from the Star Wars universe through simplified reading texts. Students begin by reading short descriptions of ships such as the Millennium Falcon, X-Wing, and Razor Crest. They then complete a vocabulary matching activity (word to definition), answer multiple-choice comprehension questions, and take part in guided speaking and discussion tasks. The final part of the worksheet is a creative project where students design their own Star Wars ship. Using a set of prompts, they describe its features and then use ChatGPT to generate an AI image of their ship. This activity is ideal for encouraging imagination, practicing vocabulary, and integrating technology into the classroom. It works especially well with teenagers and young learners who enjoy science fiction or Star Wars. Skills practiced include reading comprehension, vocabulary building, speaking, guided writing, and creative tech use.



The Best Ships in Star Wars.

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

Students practice asking and answering questions about daily activities using ChatGPT as their conversation partner. They chat with the AI, receive simple grammar corrections, and improve their sentences. Then, they find a picture that represents their "AI friend" and introduce them to classmates in a fun mingling activity. The lesson ends with a discussion on what they learned.


Chatbot Conversation on Daily Activities (Present Simple Question Words)

This worksheet is designed for young learners to practice speaking and creativity by inventing their own hybrid animal. First, students choose two animals and combine them, for example, a cat and a bird to make a “catbird.” They then decide what the animal is doing, such as flying, eating, playing, swimming, or sleeping, and choose where it is, for example, in the forest, in the mountains, in the sea, in the city, or in space. Next, they describe the size of the animal, whether it is very big, small, bigger than something, or smaller than something, and finally they give it a name. After this, students take three minutes to make a quick sketch of their crazy animal without worrying about details, and then they can use ChatGPT to generate a real picture of their creation. The worksheet also provides a wordbank with lexical chunks like “It is…,” “It has…,” “It is flying,” “It is eating…,” “There is… in the background,” and “Its name is…,” with Czech translations to support understanding. This activity encourages children to use the present continuous tense, describe scenes, and engage in creative speaking while having fun.

My crazy animal & My teachers crazy animal

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>

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13 Chatgpt English ESL worksheets pdf & doc