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What do the six skills do? Each one takes the pages of a single textbook unit and produces one concrete deliverable: the lesson plan, the slides, the listening script and audio, the vocabulary table, the worksheets, or the parent notice.

lesson-workflow

Lesson design

Reads the textbook unit and decides what this lesson actually teaches. The other five skills follow that decision.

What you provide

  • Textbook unit — required. The pages this lesson covers
  • Teacher's guide — helpful. Helps pin down the unit objectives
  • Learner profile — helpful. School level and grade, actual English level, CEFR
  • Period length and total periods — helpful. E.g. 45 minutes × 3 periods
  • Anything you especially want covered — optional. Long-sentence parsing, core vocabulary, written-response practice

What to check before class

  • Nothing invented that is not in the textbook (where the source is silent, it is marked "teacher to confirm")
  • Thinking level was not lowered just because the CEFR level is low (CEFR adjusts language difficulty only)
  • For state-school textbooks, the link to 2022 revised curriculum achievement standards is written in (achievement-standard codes are never guessed — they are left as "teacher to confirm")
Read the full guide

This is the skill the rest of the package starts from. It returns four outputs, in order.

  1. Unit period split — how many periods the unit divides into, the main lesson type of each, and where the pivotal moments sit
  2. Period design brief — the core lesson flow, main and secondary lesson types, what gets emphasis / light treatment / omission, anticipated difficulties, final outputs
  3. Lesson plan — learning objectives, teacher activity, student tasks, materials used, learning supports, how understanding is checked, and the output of each step
  4. Slide outline — per-slide title, what students see, the task, and teacher notes

The optional teacher talk script (what the teacher says, slide by slide) is produced only when you ask for it after the design brief, lesson plan and slide outline are done.

Exactly one main lesson type is chosen, with up to two secondary types attached. Reading, listening, speaking, writing, grammar, vocabulary, and integrated lessons that combine them are all supported, and each type applies its own design rules.

The core flow and step order decided here flow downstream unchanged. If a problem turns up at a later stage, only task difficulty, time allocation, question level and the amount of learning support are adjusted — the whole design is not overturned, so the materials stay consistent with one another.

Without the textbook itself there is nothing to start from. Any other missing detail does not stop the work: assumptions are stated and the run continues.

What to attach

  • Textbook unit — required. The whole run starts from these pages.
  • Teacher’s guide — helpful. Pins down the unit objectives and the intended focus.
  • Learner profile — helpful. School level and grade, actual English level, CEFR.
  • Period length and total periods — helpful. E.g. 45 minutes × 3 periods.
  • Anything you especially want covered — optional. Long-sentence parsing, core vocabulary, written-response practice.

What to type

Here’s the textbook unit — design the lesson for me.

Naming no mode means the whole chain runs by default: period split, design brief, lesson plan, then slide outline. Missing details do not stop it — the skill states its assumption and keeps going, and asks back only when a missing fact would change a teaching decision. Without the textbook there is nothing to start from.

ppt-workflow

Class slides

Turns the slide outline from your lesson plan into an editable .pptx, slide for slide.

What you provide

  • Slide outline (required — the PHASE 4 output of lesson-workflow)
  • Textbook source text (required)
  • Visual style (required — pick one of the 10 built-in styles, or describe your own)

What to check before class

  • The slide count matches the outline exactly (nothing dropped, merged or reordered)
  • No answers appear on task slides (answers live only on the separate Answer Check slide)
  • For a reading lesson, the textbook text is reproduced verbatim
  • Body text is 22pt or larger (readable from the back of the classroom)
  • Teacher notes sit in the slide notes, not on the screen students see

Produces: .pptx

Read the full guide

Text, tables and shapes are all real objects, so the file can be edited directly in PowerPoint, Hancom Office or Keynote. Text is never baked into images.

This is not a minimal presentation deck or a photo poster. It is a teaching deck with the textbook text, questions, task instructions, sentence frames, vocabulary hints, tables and output scaffolds actually on the slides.

Korean fonts fall back in this order: Noto Sans KR → Pretendard → Apple SD Gothic Neo (macOS) → Malgun Gothic (Windows).

Pick one of the 10 built-in teaching visual styles, or describe the feel you want in your own words. If no style is chosen, the list is shown and you choose from it. With no slide outline to work from, the skill stops and tells you to make one first.

What to attach

  • Confirmed slide outline — required. Page numbers, titles, what students see, the task, teacher notes.
  • Textbook source text — required. So the original text goes onto the slides verbatim instead of being invented.
  • Visual style — required. Describe the feel yourself, or pick one of the 10 built-in styles.

What to type

Turn this outline into an editable slide deck.

All three inputs have to be present before it starts. If you gave no style, it shows the 10 built-in teaching styles and asks you to pick one — the only real question among the six skills. With no outline it stops and tells you to make one first, pointing you at the PHASE 4 output of lesson-workflow. The result is one .pptx, fully editable.

audio-workflow

Listening materials

Builds a two-speaker listening script and five listening tasks matched to the period's content.

What you provide

  • Textbook source text (required — the source of the vocabulary, grammar and patterns)
  • Lesson plan (required — this period's topic and target language)
  • Audio settings (optional — purpose, length 30s/1min/2min, speed, accent)

What to check before class

  • The Listening Tasks are never mixed into the audio — this is an absolute rule
  • No Korean or parenthetical stage directions leaked into the script (they would be read aloud too)
  • The two speakers are audibly distinct and their roles are not swapped
  • The speed suits the class (A1–A2 must be clearly slower than natural speech)

Produces: .mp3

Read the full guide

Five things come out: an Audio Script (two-speaker dialogue, English only), a Scene (the situation), Sample Context (tone, speed and intonation guidance), Listening Tasks (five questions with answers), and an audio file (mp3 or wav, where the runtime has speech synthesis available).

The five tasks cover whole-text comprehension, specific detail, vocabulary and dictation. The material is used for lesson openers, read-along practice after class, listening comprehension drills, dictation assessment and vocabulary review.

If you give no settings, the defaults apply: two speakers, slightly slow, neutral intonation, about one minute.

Where the runtime has no speech synthesis, the script alone is produced. You then paste that script into a commercial speech tool yourself — and never paste the Listening Tasks section with it. If the questions get read out, the material is unusable.

What to attach

  • Textbook source text — required. The vocabulary, grammar and patterns in the script come from here.
  • Lesson plan — required. Gives the period’s topic, lesson type and target language.
  • Audio settings — optional. Purpose, length, speed and accent.

What to type

Make the listening material for this lesson.

It asks you for more only when the textbook and the lesson plan are both missing — otherwise it proceeds. Say nothing about settings and the defaults apply: a two-speaker dialogue, slightly slow, neutral English, about one minute. Out come the script, the scene, the tone guidance and five listening tasks, with an audio file where the runtime can synthesise speech.

word-workflow

Vocabulary table

Organises the unit's core vocabulary into an 11-column study table.

What you provide

  • Student textbook source text (required — the first-priority source for words and example sentences)
  • Lesson plan (required — decides which words count as core for this period)
  • The textbook's vocabulary list page (attach it if the textbook has one — it takes priority)

What to check before class

  • You have verified the pronunciation symbols yourself — this is what AI gets wrong most often
  • You have compared the textbook example sentences line by line — the second most frequent error
  • The student self-check column is empty (students fill that column in themselves)

Produces: .xlsx .csv

Read the full guide

Two files come out: .xlsx as the main output, and .csv for importing straight into Google Sheets. It prints cleanly for handing out in class.

Each word gets a row with its pronunciation, part of speech, English and Korean meanings, the example sentence from the textbook, a new example, extended vocabulary, collocations, common mistakes, and a student self-check column.

This is not a generic vocabulary practice worksheet. It is a structured study table. If you want students solving problems, use worksheet-workflow.

Word counts by level

LevelCount
A1 / A25–8
B18–12
B2 / C110–15

Where the textbook has no complete example sentence, the closest phrase is used and flagged as such. Where there is no basis at all, the cell is left blank and flagged — never invented. Those two checks (pronunciation symbols and source example sentences) are always stated in the output guidance.

What to attach

  • Student textbook source text — required. The first-priority source for words and example sentences.
  • Lesson plan — required. Shows which words count as core for this period.
  • The textbook’s vocabulary list page — required if the textbook has one. When it exists, that list takes priority.

What to type

Make a vocabulary sheet for this unit.

No question comes back. The table is built from the textbook text, with the lesson plan as secondary support — it will not build the table from the lesson plan alone. Where a vocabulary list page exists, that list is used first. Two files come out: .xlsx and .csv for Google Sheets.

worksheet-workflow

Tiered worksheets

Turns one lesson's objective into three tiers of task, as three editable .docx files.

What you provide

  • Lesson plan (required — the source of the topic, target vocabulary and grammar, activities and final task)
  • Textbook content (required — the source material for the questions)
  • Learner profile (optional — grade, level, the split of students across the three tiers)

What to check before class

  • The two student-facing files contain no answers (answers belong only in the Teacher Answer Key)
  • Textbook questions were not copied verbatim (same topic and difficulty, but new items)
  • No reading passage has been passed off as "textbook text"
  • Writing tasks leave enough lines to actually write the answer on
  • The Teacher Answer Key explains how to hand out Foundation without it feeling like the "weak students' sheet"

Produces: .docx .docx .docx

Read the full guide

Three editable .docx files come out, with PDF export on request.

FileAudienceContents
Student WorksheetEvery studentPart A: Foundation + cut line + Part B: Core
Extension Challenge CardStudents who finish earlyA standalone extension task card
Teacher Answer KeyTeacher onlyAnswers and explanations for all three tiers, writing mark scheme, tier-by-tier delivery notes

How the three tiers work — they check the same core learning, not three different tests. The difficulty differs only in how much support is provided, how complex the item formats are, how much students have to write, and how deep the thinking goes.

TierCharacterColour
FoundationBuilding the basicsSage Green
CoreChecking understandingWarm Orange
ExtensionGoing deeperTerracotta

Assessment formats — school written exams, extended-response and essay-style assessment, performance assessment, the CSAT, mock exams, and external exams (IELTS, TOEFL, TOEIC, TEPS, Cambridge). Tell the skill which one applies and it adjusts the marking criteria and item formats. That adjustment changes only the assessment format; it does not override the base design principles.

Where the lesson plan has no full reading passage, a new passage at the same topic and difficulty is written and flagged as such.

What to attach

  • Lesson plan — required. The source of the topic, target vocabulary and grammar, activities and final task.
  • Textbook content — required. The source material the questions are built from.
  • Learner profile — optional. Grade, level, and how students split across the three tiers.

What to type

Make levelled worksheets for this lesson — it’s for a performance assessment.

It does not stop to ask about the learners. Where the profile is missing it assumes from the lesson plan and the textbook, and states those assumptions in the output — it asks back only when it cannot even tell what school level the class is. Naming an exam type routes the tasks through that exam’s item formats and marking criteria. Three editable .docx files come out, with PDF on request.

report-workflow

Parent notice

Turns the finished lesson into a one-page A4 parent notice image.

What you provide

  • Lesson plan (required — the source of the topic, vocabulary, grammar and activities)
  • Textbook content (required — the accurate basis for the vocabulary and example sentences)
  • Class details (optional — class name, date, unit. Anything missing stays as a blank)

What to check before class

  • Item 4 (how the student took part) is left empty — the skill never writes it for you
  • No education jargon is left in ("scaffolding", "internalisation" and the like do not belong in a parent notice)
  • The vocabulary and example sentences match the textbook
  • No characters are broken or missing

Produces: .png

Read the full guide

The output is a PNG image filling one portrait A4 page (JPG on request), for sending home or posting to a school notice feed.

ItemContents
1. What we learnedIn words a parent can follow, within three sentences
2. Key vocabulary8–10 items, English and Korean side by side
3. Grammar points1–2 points, with the textbook example sentences
4. How the student took partLeft blank. A slot the teacher fills in by hand
5. Suggestions for homeTwo or three things a family can do at home
6. What comes nextOne sentence

Item 4 must stay empty. It is only meaningful when the teacher writes down what they actually observed. The remaining items cover the class as a whole — a class label and a date such as Class 3-2, 15 October (illustrative only) are the level of detail used.

Personal data policy — this skill does not put student names, student ID numbers, individual grades, class rankings, photographs or contact details into the notice. Only class-level content is written, in line with Korea’s Personal Information Protection Act and the Ministry of Education’s school personal-data guidelines.

Even if the teacher explicitly asks for individual details to be added, the output guidance carries a warning to check the school or institution’s personal-data policy before sending anything externally. Read that warning before you send.

What to attach

  • Lesson plan — required. The source of the topic, vocabulary, grammar and activities.
  • Textbook content — required. The accurate basis for the vocabulary and example sentences.
  • Class details — optional. Class name, date, unit. Anything missing is left as a blank.

What to type

Make a parent newsletter for this lesson.

Nothing is asked back. Where class details were left blank, the notice keeps a blank line for you to fill in by hand. Student names, ID numbers, individual scores and photographs never go on it — only class-level content — and the delivery note carries a reminder to check the school’s personal-data policy before sending it externally.

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