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EP Create Prompt Toolkit

This article explains how teachers can use EP Create effectively for Languages and English, with template prompts and guidance for generating reading comprehension, grammar, vocabulary questions and more using AI.

This guide is designed to help you make the most of EP Create, providing the structure and inspiration you need to craft effective prompts that support your lessons.

Languages

EP Create works really well in the following question types:

  • Reading comprehension

  • Grammar

  • Vocabulary

Here are some template prompts for each question type:

Reading comprehension

Curriculum descriptor: Works well with a curriculum descriptor relating to understanding text/reading comprehension


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Example prompt: Change language and topic

**Note: Ensure you follow a two-part process:**

**Part 1: Create a Stimulus Text.** You must first create a short narrative text in French for intermediate learners on the topic of “my holiday”. The text should be 80–100 words long and use vocabulary about holiday activities, descriptions of holidays and what you plan to do in your next holiday.

**Part 2: Generate Comprehension Questions.** Then, using that same text for each question, generate 5 comprehension questions in English.

The final output must be structured so that the question text for each question is a single, composite string. The format for the question text **MUST BE**:

[The full French stimulus text from Part 1]

[A line break]

[The English comprehension question from Part 2]

Grammar

Curriculum descriptor: Works well with curriculum descriptor relating to grammar/sentence structure/syntax

Template/Example prompt: Create 5 [Insert level] grammar practice questions in [target language], focusing on [Insert Grammar point] within the topic [Insert Topic].

Include the instructions in English/target language.

Vocabulary

Curriculum descriptor: Works well with a curriculum descriptor relating to writing/Creating text or developing vocabulary.

Template/example prompt: Create 5 [Insert level] vocabulary practice questions in [Insert target language], focusing on [Insert Vocabulary topic].

Each question should:

  • Use only vocabulary from the specified topic

  • Require the learner to identify, match, translate, or use the vocabulary in a sentence

  • Include instructions in English/target language

  • Focus on the [target language] vocabulary in context.

English

EP Create works really well in the following question types:

  • Grammar

  • Vocabulary

  • Spelling

  • Persuasive and informative text analysis

  • Features of literary texts / Characterisation

  • Evaluative language and text analysis

  • Punctuation and sentence structure

Here are some template prompts for each question type:

Activity Type

Curriculum descriptor

Example prompt: Change vocab examples and topic

Grammar

Works well with curriculum descriptors relating to grammar/sentence structure/syntax.

Create [Insert level] grammar practice questions, focusing on [Insert Grammar point] within the [topic / text / novel] by [insert author]

Vocabulary building

Works well with a curriculum descriptor relating to creating written texts.

Create 5 [Insert level] vocabulary practice questions focusing on [Insert spelling topic or word list].

Each question should:

  • Use only vocabulary from the specified topic

  • Require the learner to identify, match, spell, or use the vocabulary in a sentence

Language devices in literary texts, including figurative language

Works well with curriculum descriptors relating to the use of and response to language forms, features and structures .

Create 5 [Insert level] questions focusing on [insert topic] from [insert text and author]

Spelling and Word Knowledge

Works well with curriculum descriptors relating to spelling rules, word origins, prefixes and suffixes.

Create [Insert level] spelling and word knowledge questions focusing on [Insert: e.g. Greek and Latin roots / prefixes and suffixes / spelling patterns].

Each question should:

  • Require students to identify the correct spelling or meaning of words built from the specified roots or patterns

  • Draw on words relevant to [insert topic or subject area e.g. science, history, literature]

Persuasive and informative text structures

Works well with curriculum descriptors relating to text structures and language features of persuasive and informative texts.

Create [Insert level] questions about the text structures and language features of [insert text type e.g. a persuasive speech / editorial / opinion piece] on the topic of [insert topic].

Each question should:

  • Focus on identifying text structure elements (e.g. claim, evidence, counterargument, conclusion) OR specific language features (e.g. rhetorical questions, modality, inclusive language, emotive language)

  • Require students to explain the effect of these choices on the audience

Features of literary text / characterisation

Works well with curriculum descriptors relating to features of literary texts — characterisation, setting, events and narrative structure.

Create [Insert level] questions focusing on characterisation in [insert text and author].

Each question should:

  • Draw on specific moments, dialogue or descriptions from the text

  • Ask students to identify, explain or analyse how the author constructs character through language choices, actions or relationships with others

Evaluative Language and Text Analysis

Works well with curriculum descriptors relating to evaluating texts, analysing how language shapes meaning, and understanding purpose and audience.

Create [Insert level] questions analysing how language is used in [insert text or excerpt] to [insert purpose e.g. persuade / evaluate / position the reader].

Each question should:

  • Focus on specific language choices (e.g. evaluative language, hedging, emotive language, modal verbs, tone)

  • Ask students to identify, explain or evaluate how these choices affect meaning or audience response

Punctuation and sentence structure

Works well with curriculum descriptors relating to punctuation, complex sentences and embedded clauses.

Create [Insert level] questions focusing on [insert: e.g. complex sentences with embedded clauses / punctuation in compound-complex sentences / use of commas and semicolons] in the context of [insert topic or text].

Each question should:

  • Present a sentence or short passage for students to analyse, correct or complete

  • Target one specific punctuation or grammar rule per question

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