What is the app Smart Lesson Generator?

Thomas Gardner
A teacher stood next to a young students desk, the student sat at the desk is high fiving his teacher
Reading time: 3 minutes

How much of your valuable time is spent on planning and administrative tasks instead of teaching? While 93% of educators start their careers to positively impact students' lives, over 75% end up overwhelmed by these non-teaching duties. But we have a tool to help lighten the load.

Introducing app Smart Lesson Generator– a fast, integrated and efficient solution to streamline lesson planning, allowing you to focus on teaching. Let’s explore the Smart Lesson Generator:

Meet the new app Smart Lesson Generator

The app Smart Lesson Generator allows you to create engaging and appropriate lesson plans in seconds. It is connected with app courses designed by experts and aligned with the Global Scale of English (GSE) to ensure effectiveness.

*Smart Lesson Generator is currently available for a select number of titles, with a phased rollout continuing through 2025 and 2026

Ready to go in under 60 seconds

Choose your courseware, the proficiency level of your class and the specific activity you want to create. Within seconds, you’ll receive an activity that's ready to use. You can effortlessly regenerate to adjust, expand or tailor activities to suit all learners. There's no need to waste time altering generic lesson plans, as each activity is thoughtfully designed for different learning levels.

Easy to use with no generation limits

Smart Lesson Generator is user friendly, requiring no new tools or extra logins. You can access it directly through your app English Portal. Additionally, there are no restrictions on the number of activities you can create. Feel free to regenerate activities as often as needed, ensuring your lessons remain effective for today’s learners.

What courses is Smart Lesson Generator connected to?

Smart Lesson Generator integrates effortlessly with the course, unit and exact lesson you’re teaching, bringing your lessons to life in seconds. Smart Lesson Generatoris currently connected to:

  • Roadmap
  • Gold Experience (Second Edition)
  • Future

With more titles coming throughout 2025 and 2026.

Designed by experts and benchmarked to the GSE

Crafted by education specialists, our tailored technology is developed by teachers for teachers, incorporating the latest teaching methodologies and pedagogical techniques.

Every activity is rooted in proven teaching practices and aligns with the Global Scale of English (GSE), guaranteeing an appropriate degree of challenge for your classroom.

Discover the learning science that informs the Smart Lesson Generator by exploring Enhancing education with AI: Introducing the Smart Lesson Generator.

Hear from our educators

"As a teacher familiar with the app Global Scale of English (GSE), you’ll find the Smart Lesson Generator to be an invaluable AI tool. It creates activities precisely matched to the GSE score you provide, ensuring they perfectly suit your students’ needs. You can use it with app’s coursebooks or design your own lessons, saving you time. Plus, it’s constantly evolving with input from app’s experts and educators worldwide, making it a cutting-edge and well-deserved addition to your teaching toolbox."

Le Dinh Bao Quoc (Dr.),Founder and CEO, Pro.Ed Education Solutions

"With Smart Lesson Generator, teachers can quickly generate engaging lessons and activities aligned with the Global Scale of English, allowing them to focus on personalised learning and student progress.”

Rosa María Cely Herrera,International Education Consultant

Try out the Smart Lesson Generator

Join the revolution in lesson planning with the app Smart Lesson Generator. Empower your teaching and inspire your students with activities that are fast, connected and effective.

More blogs from app

  • A young woman sat in a library with headphones around her neck reading a book

    Does progress in English slow as you get more advanced?

    By Ian Wood
    Reading time: 4 minutes

    Why does progression seem to slow down as an English learner moves from beginner to more advanced skills?

    The journey of learning English

    When presenting at ELT conferences, I often ask the audience – typically teachers and school administrators – “When you left home today, to start your journey here, did you know where you were going?” The audience invariably responds with a laugh and says yes, of course. I then ask, “Did you know roughly when you would arrive at your destination?” Again the answer is, of course, yes. “But what about your students on their English learning journey? Can they say the same?” At this point, the laughter stops.

    All too often English learners find themselves without a clear picture of the journey they are embarking on and the steps they will need to take to achieve their goals. We all share a fundamental need for orientation, and in a world of mobile phone GPS we take it for granted. Questions such as: Where am I? Where am I going? When will I get there? are answered instantly at the touch of a screen. If you’re driving along a motorway, you get a mileage sign every three miles.

    When they stop appearing regularly we soon feel uneasy. How often do English language learners see mileage signs counting down to their learning goal? Do they even have a specific goal?

    Am I there yet?

    The key thing about GPS is that it’s very precise. You can see your start point, where you are heading and tell, to the mile or kilometer, how long your journey will be. You can also get an estimated time of arrival to the minute. As Mike Mayor mentioned in his post about what it means to be fluent, the same can’t be said for understanding and measuring English proficiency. For several decades, the ELL industry got by with the terms ‘beginner’, ‘elementary’, ‘pre-intermediate’ and ‘advanced’ – even though there was no definition of what they meant, where they started and where they ended.

    The CEFR has become widely accepted as a measure of English proficiency, bringing an element of shared understanding of what it means to be at a particular level in English. However, the wide bands that make up the CEFR can result in a situation where learners start a course of study as B1 and, when they end the course, they are still within the B1 band. That doesn’t necessarily mean that their English skills haven’t improved – they might have developed substantially – but it’s just that the measurement system isn’t granular enough to pick up these improvements in proficiency.

    So here’s the first weakness in our English language GPS and one that’s well on the way to being remedied with the Global Scale of English (GSE). Because the GSE measures proficiency on a 10-90 scale across each of the four skills, students using assessment tools reporting on the GSE are able to see incremental progress in their skills even within a CEFR level. So we have the map for an English language GPS to be able to track location and plot the journey to the end goal.

    ‘The intermediate plateau’

    When it comes to pinpointing how long it’s going to take to reach that goal, we need to factor in the fact that the amount of effort it takes to improve your English increases as you become more proficient. Although the bands in the CEFR are approximately the same width, the law of diminishing returns means that the better your English is to begin with, the harder it is to make further progress – and the harder it is to feel that progress is being made.

    That’s why many an English language-learning journey gets abandoned on the intermediate plateau. With no sense of progression or a tangible, achievable goal on the horizon, the learner can become disoriented and demoralised.

    To draw another travel analogy, when you climb 100 meters up a mountain at 5,000 meters above sea level the effort required is greater than when you climb 100 meters of gentle slope down in the foothills. It’s exactly the same 100 meter distance, it’s just that those hundred 100 meters require progressively more effort the higher up you are, and the steeper the slope. So, how do we keep learners motivated as they pass through the intermediate plateau?

    Education, effort and motivation

    We have a number of tools available to keep learners on track as they start to experience the law of diminishing returns. We can show every bit of progress they are making using tools that capture incremental improvements in ability. We can also provide new content that challenges the learner in a way that’s realistic.

    Setting unrealistic expectations and promising outcomes that aren’t deliverable is hugely demotivating for the learner. It also has a negative impact on teachers – it’s hard to feel job satisfaction when your students are feeling increasingly frustrated by their apparent lack of progress.

    Big data is providing a growing bank of information. In the long term this will deliver a much more precise estimate of effort required to reach higher levels of proficiency, even down to a recommendation of the hours required to go from A to B and how those hours are best invested. That way, learners and teachers alike would be able to see where they are now, where they want to be and a path to get there. It’s a fully functioning English language learning GPS system, if you like.