2. yes sometimes i used these AI apps to build questions/exercises or asking for ideas about approaches/strategies in teaching. but mostly i used them to build posters

3) How pupils can use it to help in their learning without proper facilities.

I also generate interactive learning with the help of Khanmigo, Edpuzzle, Quizziz AI and Kahoot AI to generate interactive learning.

And not to forget, I use Canva and Curipod to produce visuals and presentations.

2. It's going well so far and it has helped me a lot by cutting down the time I take to prepare my lessons and teaching aids. My lessons are more fun and interactive, too!

3. I'm afraid that my pupils will not try to do the assigned tasks themselves but rather go online and ask AI to do it for them. They will be too lazy to think and depend on AI for everything.

My pupils will use chatgpt for translation and writing essays. Actually, the teacher can tell whether it's the pupil's own idea or chatgpt's. AI can help you in daily life and, at the same time, make you think less.

I did ask the ChatBot such as ChatGpt and Gemini to produce mind maps, worksheets and quizzes for my pupils.

The ChatBot also helps me to simplify the lengthy text to any levels that suit my pupils (differentiation) for better understanding.

2. Generate slides, lesson plans, questions, action researches for myself as a teacher. Pupils generate images based on the sentences they make in class.

3. For teachers, there could be incorrect information if we don't check it meticulously. For pupils, they might use it blindly and copy whatever answers provided without checking. They might also try to access malicious content like violence and explict images. - Lai Elly

2.I've utilize the AI to brainstorm of lesson ideas and differentiated materials for different levels of students .I love teaching grammar and introduce new vocabulary with musics.This help a lot to improve students proficiency through targeted language and reach the full potential of the students.

3.I concern most about mass collection of data without consent and maybe the generative AI such as Chat GPT may memorize sensitive data.

Most of the time, i used AI to create simple tasksheet that i can used with my pupil and there are several times i ask AI to simplify the long text and make it into interactive mind map.

The main concern about using AI in the classroom is that the information given are not 100% correct and we still need to verify and edit it to suit our primary students.

1. I've used Chatgpt, Canva AI and Gemini.

   
   

2. I’ve been actively integrating AI into my teaching practice in creative and impactful ways. I use it to design engaging worksheets, visually appealing posters, and even develop e-books that support student learning. AI also helps me craft well-structured lesson plans and generate interactive class activities that make lessons more dynamic and student-centered.

   
   

3. One of my main concerns about using AI in the classroom is the risk of misinformation and the authenticity of the content it generates. If not carefully reviewed, AI-produced information could be inaccurate or misleading, which may influence students’ understanding and lead to unintended or inconsistent learning outcomes. This makes it especially important to critically evaluate and verify any AI-generated material before using it in teaching and learning.

• ChatGPT

• Canva

• Suno AI

2) How I've integrated AI in my teaching

• use AI tools to prepare teaching materials more efficiently such as generating comprehension questions, exercises and lesson plans.

• simplify difficult content so it is easier for my pupils to understand.

• differentiate learning by creating tasks at different levels based on my pupils’ abilities.

• create simple songs for teaching purposes.

3) My concerns

• Pupils become too dependent on AI.

• Not develop their own thinking and writing skills.

• Pupils copy answers directly without understanding.

• Sometimes it provides incorrect or misleading information.

• Not all pupils have equal access to devices or the internet.

Year : 5

Unit : 2 (Days)

Talking about hobbies and interests

Visual style should be [style reference, realism level, aesthetic].

Camera movement should include [camera type, movement, angles].

Lighting should be [lighting style, time of day, color temperature].

The scene should include [key details, textures, background elements].

Motion should be [slow/medium/fast, cinematic rhythm].

Overall quality should be [resolution, realism level, cinematic quality].

Avoid: [artifacts, distortions, unwanted elements].

1.Assessment Details

• Year: 6

• CEFR Level: Low-Mid A1

• Skill: Writing / Grammar

• Type: Assessment FOR Learning (Formative assessment to gauge understanding during the lesson).

2. Prompt Used

Create a 10–12 slide interactive lesson for Year 6 ESL students (CEFR A2 level) based on the Malaysia Year 6 English DSKP focusing on Present Continuous Tense.

🧠 Learning Objectives:

By the end of the lesson, pupils will be able to:

Identify present continuous tense in sentences. Form sentences using am/is/are + verb + -ing. Describe actions happening now using correct grammar. 📚 Lesson Structure: Slide 1: Title Slide Topic: Present Continuous Tense Include a fun classroom image of students doing actions (e.g., reading, writing, running) Slide 2: Set Induction (Engage) Show a picture of a busy scene (playground/classroom) Ask: “What are they doing?” Interactive: Students type 1 answer Slide 3: Introduction to Grammar Explain present continuous: Actions happening now Structure: Subject + am/is/are + verb + ing Include simple visuals/icons Slide 4: Examples Show 3–4 example sentences with pictures: “She is reading a book.” “They are playing football.” Highlight verbs Slide 5: Grammar Focus Break down: I am He/She/It is We/You/They are Include a simple table visual Slide 6: Interactive Activity 1 (Poll/MCQ) Question: Choose the correct sentence Example: A. She is eat B. She is eating ✅ Slide 7: Interactive Activity 2 (Fill in the blanks) Example: He ___ (run) → is running Students type answers Slide 8: Interactive Activity 3 (Image-based Writing) Show 2–3 pictures (kids playing, eating, studying) Students write 1 sentence per picture Slide 9: Error Correction Example: “They is playing.” Students fix the sentence Slide 10: Speaking Activity Prompt: “What are you doing now?” Students record or type response Slide 11: Exit Ticket 1 short question: Write ONE correct present continuous sentence Slide 12: Fun Wrap-Up Include GIF/image of actions Quick recap: “am/is/are + verb + ing” 🎨 Visual Instructions: Include bright, classroom-friendly images (children studying, playing, eating) Use real-life action pictures Keep slides simple, colourful, and engaging ⚙️ Interactivity Requirements: Use a mix of: Polls Open-ended responses Drawing/text input Ensure at least 4 interactive slides

4. Reflection

• What worked well? The scaffolding (providing the formula clearly) helped the low-level A1 students feel more confident. The use of Curipod allowed for immediate visual feedback, and the AI-generated sentences were simple enough that students didn't get stuck on difficult vocabulary, allowing them to focus purely on the grammar structure.

• What needs improvement? Some students still struggled with the "am/is/are" distinction. Next time, I would ask the AI to generate a matching activity specifically for the "Subject + To-Be" verb pairing before moving into the full sentence construction. Adding more "ing" spelling rules (like dropping the 'e' in 'make') would also be a good next step.

• Year: 6

• CEFR Level: Low-Mid A1

• Skill: Speaking / Listening (Interactive Game)

• Type: Assessment AS Learning (Self-monitoring and peer interaction through play).

2. Prompt Used

Create a digital classroom escape room game for Year 6 students based on the topic “It’s an Emergency” from the English Year 6 textbook. Title: CODE RED: Emergency Rescue Mission Theme: Students are Junior Emergency Responders. A crisis has happened and they must solve more than 10 coded clues to unlock the final rescue message. Design style: Dramatic but child-friendly Emergency theme (ambulance, fire alarm, siren, hospital monitor, caution tape) Bold, clear fonts Teachers answer sheet Space for student to type the answer 🔐 GAME STRUCTURE (15 CODED CLUES) Create 15 layered coded clues using different puzzle types: 🔎 SECTION 1: SYMBOL CIPHER (4 Clues) Provide a Secret Code Key (A–Z each with unique symbol or number). Coded messages should decode into: CALL THE AMBULANCE DIAL 999 STAY CALM ASK FOR HELP 🧩 SECTION 2: RIDDLE CLUES (3 Clues) Riddle examples: 5. “I flash red and blue. I help stop crime.” → POLICE 6. “I am loud and warn people of danger.” → SIREN 7. “I help you breathe when you cannot.” → OXYGEN Students must write answers to unlock next code. 🚨 SECTION 3: SITUATION ANALYSIS (3 Clues) Provide short emergency scenarios. Child fainted in school hall → Action: CALL 999 Kitchen fire spreading → Action: CALL FIRE BRIGADE Friend choking → Action: GET HELP IMMEDIATELY Students must identify: Type of emergency Correct action Correct emergency service 🔄 SECTION 4: SYNONYM / VOCABULARY CODE (3 Clues) Students decode meaning first, then apply cipher. BLAZE → FIRE UNCONSCIOUS → FAINTED INJURED → HURT 🧠 SECTION 5: CRITICAL THINKING FINAL LOCK (2 Clues) Rearrange scrambled emergency words: “999 / IMMEDIATELY / DIAL” Combine words collected from previous puzzles to form final rescue phrase: “DIAL 999 AND STAY CALM” 🎯 ADDITIONAL ELEMENTS Include: Timer challenge (30–40 minutes) Team scoring system “Evidence Cards” Emergency Role Cards (Medic, Dispatcher, Investigator, Reporter) Mission Completed certificate Reflection questions: “What should you do in a real emergency?”

4. Reflection

• What worked well? This task turned the students into "teachers" of the AI. Because the AI only produces a good image if the sentence is clear, the students were very motivated to double-check their spelling and grammar. It was a very powerful way for A1 students to see the "result" of their writing immediately.

• What needs improvement? Low-proficiency students struggled with typing speed and spelling specific nouns. For the next round, I should provide a "Word Bank" on the side of the Canva screen (list of animals and actions) so they can focus on the sentence structure rather than worrying about vocabulary spelling.

• Year: 5

• CEFR Level: B1

• Skill: Listening/writing

• Type: Listening audio/exercise sheets

2. Prompt Used

A) LISTENING TEXT/AUDIO= DIFFIT

Create a listening text about testing subjects at school like history, physical education, math, science, english, history and arabic language

B) WRITING SHEET= GEMINI GEM

Build a writing sheet (text completion) about school's subject such as history, physical education, mathematics, english, science, history and arabic education

3. AI Output

A) LISTENING TEXT= https://app.diffit.me/project/db76f887-bfc3-41cf-9740-9c16f1344789/eff1fd25-5796-45c4-9120-d8b914d1b80e

B) WRITING SHEET

https://gemini.google.com/gem/1ck759SQrg8OE4QdHgTrzPKI1hvL0cYwA?usp=sharing

4. Reflection

A) What worked well?

AI tools really helps in preparing for the teaching materials. They are sharp and following orders/prompt precisely.

B) What needs improvement?

I need to be familiar with the uses of these AI tools and know each of their strength and specialty.

Year: 5

CEFR level: A2 LOW

SKILL: Reading

Type: AS

PROMPT USED

this is for English class year 5 pupils in malaysian primary school, this is a reading comprehsion task using MCQ question where they need to answer questions based on the text about notting hill festival in UK, the question must be able to discriminate of low, average and high level pupils to indentify their reading skill ability. the cefr level for this task A2 low. create slot for name and class, make the instruction short and clear, use proper fonts

AI output

Reflection

The prompt successfully targeted the CEFR A2 level for Year 5 pupils by using a fun, global topic with clear instructions. However, it could be better by clearly defining what "low, average, and high" levels mean. To improve, I should ask for a specific mix of easy (facts from the text) and hard (thinking) questions. I also need to include a small word list to help students understand UK-specific terms. Finally, being specific about font styles like Arial will make the paper easier to read, ensuring the test truly measures reading skills rather than just lucky guessing.

• CEFR Level: A1

• Skill: Reading

• Assessment Type: OF (Summative)

• Topic : Pet show

Prompt Used

Prepare a prompt following

• Year: 1

• CEFR Level: A1

• Skill: Reading

• Assessment Type: OF (Summative)

• Topic : Pet show

Act as an experienced Malaysian primary school English teacher. Create a detailed phonics lesson plan for Year 1 pupils based on the DSKP English Year 1 syllabus.

Focus on teaching the phonics sound: [insert sound, e.g. /a/, /b/, /ch/]

Include:

Learning objectives (simple, measurable, age-appropriate)

Success criteria

Set induction (fun, engaging, 3–5 minutes)

Step-by-step main activities (interactive, suitable for low proficiency pupils)

At least one game-based activity

Teacher’s instructions (what the teacher says and does)

Pupils’ expected responses

Teaching materials needed (e.g. flashcards, songs, actions)

Differentiation strategies (for weak and advanced pupils)

Assessment (informal check for understanding)

Closure activity (fun recap)

Make the lesson:

Simple and fun

Suitable for 6–7 year olds

Interactive (include actions, repetition, and visuals)

Use easy English sentences

CEFR Level: A2

Skill: Reading

Type: FOR(Formative)

Prompt Used:

The reading skill is to guess the meaning of unfamiliar words from clues provided by other known words and by context and to use with some support familiar print and digital resources to check meaning. This is a Year 6 low proficiency classroom.

Please create an assessment to test pupils knowledge on the vocabulary.

Make sure the questions shows enough context for pupils to guess the meaning of the words. You may include pictures.

Reflection: Honestly speaking, I have changed my prompts multiple times to adapt the materials catering to my pupils who are of lower proficiency. I should always take note of the language difficulty level in the worksheet for scaffolding.

Year : 6

CEFR Level : A1 to A2

Skill : Reading

Type : Assessment of learning

MY PROMPT:

Create 5 multiple choice questions for Year 6 students at CEFR A1–A2 level (beginner to elementary English).

Requirements:

Create a reading text using the text given.

Use simple vocabulary and short sentences.

Focus on basic grammar and everyday topics (e.g., family, school, food, hobbies, daily routines).

Each question must have 4 answer choices (A, B, C, D).

Only one correct answer per question.

Make the questions clear and easy to understand.

Avoid difficult words or complex grammar.

The answers' option should be below the questions in horizontal order.

Format:

Question sentence

A. Option

B. Option

C. Option

D. Option

Make sure the questions are appropriate for 11–12 year old students.

What work well :

The text is generated well and following the prompt. It helps the teachers to save the time to type the questions as we did before.

What need improvement :

I need to master the technique of prompt writing to make it more accurate and easy for the tools to able to create the exact task as is asked for.