Video of Jeff talking through the redesign of a lesson based on Bora Brav using AI
Teachers can copy a traditional drill or comprehension exercise into an AI chat (in English) and ask:
“How can I turn this into a meaningful speaking activity?”
AI then suggests CLT formats E.g. role-plays, information gaps, jigsaw tasks, and the teacher fills them with Cornish content.
Result: The same lesson becomes more interactive, more Cornish-speaking, and more community-relevant.
Instead of explaining a grammar point directly, teachers can ask AI for:
“Three ways learners could discover this grammar pattern for themselves.”
AI gives activity types, sequencing, and guidance, and the teacher inserts their own Cornish examples.
Result: Learners engage with patterns through use, not lecture.
Teachers describe their current lesson plan and ask:
“How can I rearrange these steps to maximise Cornish speaking time?”
AI can suggest moving tasks earlier, shortening instructions, or turning passive tasks into communicative ones.
Result: Same content, but far more real speaking.
Teachers can paste a summary of the lesson topic and ask:
“What community-based communicative goal could this lesson support?”
AI proposes real-life applications (e.g., greeting someone, describing a place, asking a question at an event).
Result: A traditional lesson gains a real-world communicative endpoint.
Provide a text or summary (in English), and ask:
“How can I turn this input into an interactive speaking task?”
AI might suggest predicting, retelling, info-gap, problem-solving, or opinion exchanges.
Result: Learners go from passive understanding → active Cornish speaking.
Teachers ask AI:
“How can I redesign this lesson so learners talk about their own lives and experiences?”
AI suggests safe, low-prep personalisation options.
Result: Greater motivation, more memorable Cornish use.
Teachers describe their current unit and ask:
“What are three simple ways to recycle last week’s Cornish language in this lesson?”
AI offers formats (quick recall games, peer quizzing, micro-tasks).
Result: Learners retain language better and feel growing confidence.
Teachers tell AI the lesson topic and ask:
“What short closing activities would let learners speak Cornish about what they learned today?”
AI provides 2–3 exit-style speaking tasks; teacher adds Cornish.
Result: More Cornish spoken, stronger consolidation, better learner confidence.
Teachers paste a long, messy lesson plan and ask:
“Can you simplify this plan and highlight where learners will speak Cornish?”
AI presents a streamlined structure focused on communicative moments.
Result: Planning becomes lighter while the communicative focus strengthens.
Teachers describe a teacher-fronted stage (e.g., vocabulary presentation) and ask:
“How can I redesign this so learners interact with each other instead of listening to me?”
AI suggests discovery, peer teaching, or task-based alternatives.
Result: More learner autonomy, more Cornish spoken, less teacher talking time.