ChatGPT Prompts for Language Teachers

The most useful ChatGPT prompts for language teachers specify five things: the AI’s role, the learners’ CEFR level, the exact task, the output format and constraints like length or vocabulary. Below are twelve prompts for everyday teaching tasks, written by our editorial team for adaptation. Replace everything in [square brackets], check the output carefully and never enter learners’ personal data. For the broader picture, including limits and data protection, see our guide to AI in language teaching.

The prompt formula

Element	Example
Role	“You are an experienced teacher of German as a foreign language.”
Level and group	“Adult learners, CEFR level A2, mixed first languages.”
Task	“Write a short text about…”
Format	“Then a table with five words and definitions.”
Constraints	“Maximum 150 words, present and perfect tense only.”

Texts and reading

1. Level-adapted reading text

You are an experienced [language] teacher. Write a reading text for learners at CEFR level [A2/B1/B2] about [topic].
Length: [150] words. Use mainly [present tense / past tenses]. Avoid idioms above the level.
Then add: 5 true/false statements and 3 open comprehension questions. Put the answers at the end.

2. One text, three levels

Here is a text: [paste text without personal data].
Rewrite it in three versions for CEFR levels A2, B1 and B2. Keep the same core information in all versions.
For each version, list the 5 words that learners at that level are most likely not to know, with a simple definition.

3. Authentic-style everyday text

Create a realistic [menu / weather forecast / train announcement / flat advertisement] in [language], suitable for learners at level [B1].
Make it look like a real everyday text with typical abbreviations. Then write 4 tasks in which learners have to use the information to make a decision.

Vocabulary and grammar

4. Example sentences in context

Give me 10 natural example sentences using [word/structure] for learners at level [B1].
Use everyday contexts relevant to [teenagers / adults at work]. Underline the target form. Avoid repeating the same context twice.

5. Gap fill with distractors

Create a gap-fill exercise with 10 sentences practising [grammar point] at level [A2].
For each gap, give 3 options: the correct answer and 2 distractors based on typical learner errors. Mark the correct answer and explain in one sentence why the most common distractor is wrong.

6. Collocation practice

List 12 common collocations with the verb [make/take/do] that are useful at level [B1]. Then create a matching exercise (verb + noun) with 2 extra nouns as distractors, and 5 sentences with gaps for the collocations.

Speaking

7. Role-play cards

Create role cards for a pair role-play at level [A2] in the situation: [complaining about a hotel room].
Card A and card B each contain: role, goal, 3 pieces of information the other person does not have, and 4 useful phrases. Partners must exchange information to reach an agreement.

8. AI as a conversation partner (for teacher-checked use)

You are a [receptionist at a hostel in Vienna]. I am a learner of [German] at level [A2].
Speak only in [German], in short simple sentences. Ask me one question at a time. Do not correct me during the conversation.
After 8 exchanges, stop and give me 3 tips on my language, with corrected examples.

9. Discussion questions

Write 8 discussion questions on [topic] for learners at level [B2], ordered from personal to more abstract.
Add 6 useful phrases for agreeing, disagreeing and asking for clarification.

Assessment and feedback

10. Rubric draft

Draft an analytic rubric for a [short opinion text / 2-minute presentation] at CEFR level [B1].
Criteria: task fulfilment, range, accuracy, coherence. 4 bands each, with short descriptors in learner-friendly language. Format as a table.

Compare the draft with your curriculum before use. Our guide to rubrics for speaking and writing shows what a balanced rubric looks like.

11. Feedback on an anonymised text

Here is an anonymised learner text at level [B1]: [paste text without names or personal details].
Give feedback in [English] on only two criteria: [coherence] and [past tense use]. Name 2 strengths and 2 things to improve, each with an example from the text and a suggested correction. Keep it encouraging and under 120 words.

Planning and differentiation

12. Lesson outline

Plan a [45]-minute lesson for [language] at level [A2] on [topic], with the main aim: [learners can…].
Format as a table with: phase, aim, activity, interaction (individual/pair/group), time, material.
Include one task with an information gap and a short language focus at the end.

A planning grid in the same format is explained in our guide to lesson planning. For mixed-ability groups, combine prompt 2 with the strategies from our guide to differentiation.

Refining the output

If the first answer is not right, continue in the same conversation:

• “Make the sentences shorter and avoid the passive.”
• “Replace the cultural references with ones from [Germany/Austria/Switzerland].”
• “Give me three more distractors that are less obvious.”
• “Check your text for errors and list any corrections you made.”

Checklist before using AI material

1. Content correct and up to date?
2. Language natural and at the right level?
3. Answers unambiguous?
4. Free of stereotypes?
5. No personal data used?

More guides on digital tools can be found in the tools section.