9 сынып

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

T tells the class to make groups of 2. 

Warm up:

AI-integrated warm-up – “Personality from Actions, Not Appearance”
Teacher displays 3–4 AI-generated scenes showing fictional teenagers doing hobbies (helping a teammate, practising an instrument, reading, cooking). Ask Students to describe only the actions and suggest possible qualities with evidence: “He may be patient because …”. Remind Students that personality cannot be known from appearance alone.

AI prompt: “Create 4 short Grade 9 classroom-safe descriptions of fictional teenagers doing different hobbies. Show actions that may suggest qualities such as patient, responsible, enthusiastic or generous. Do not label personality directly and do not use real people.”

AI task: Students observe/read the AI scenes, name the hobbies, suggest 1–2 possible qualities, and justify each idea from an action. They avoid judging personality from physical appearance.
Value integration – Creativity and Innovation:
Students interpret fictional hobby actions, generate evidence-based ideas and use AI visuals critically.

2026–2027 priority:
Digital literacy: OBSERVE → COMPARE → VERIFY → CORRECT; teacher checks AI material before class.

AI safety: Teacher checks AI-generated materials before the lesson. Students do not enter full names, addresses, phone numbers, passwords, account details, private photos or other unnecessary personal data.

Teacher evaluate Students with Formative Assessment

phrases like:

“Good job!

Well done!”

Descriptor:
- identifies the hobby/action;
- uses an appropriate personality adjective;
- gives one reason/evidence.

Resources: Adobe Firefly — teacher-generated fictional hobby scenes; ChatGPT — teacher-controlled visual prompt.

Middle

12 min

Ex: 1 P:8

In a weaker class, ask for translations. In a stronger class, encourage students to put the words into sentences to show understanding.

Differentiation:

- show understanding by translating the words into their first language with teacher support.

AI Error Detective (after students complete Ex.1 independently)
Teacher shows an AI-generated classification containing two deliberate mistakes. Pairs compare it with their own table and dictionary evidence, then correct the AI.
AI prompt: “Using these Grade 9 words — generous, passion, moody, anxious, pessimistic, optimism, responsibility, respect, enthusiasm, confidence, frustrated — classify them as noun or adjective and identify negative adjectives. Include exactly two deliberate mistakes. Do not reveal which two are wrong.”

Value integration – Justice and Responsibility:
Students verify AI word classifications against the Student’s Book or dictionary and correct errors with evidence.

2026–2027 priority:
AI literacy: OBSERVE → COMPARE → VERIFY → CORRECT.

Students complete the table. Which adjectives are negative?

ANSWERS

1 generous

2 passion

3 moody

4 anxious

5 pessimistic

6 optimism

7 responsibility

8 respect

9 enthusiasm

10 confidence

11 frustrated

Negative adjectives: moody, anxious, pessimistic, frustrated

AI task: Students compare the AI classification with Exercise 1, find two errors, correct them and explain their corrections.

Descriptor:
- finds two AI mistakes;
- corrects word class/meaning accurately;
- supports corrections with dictionary or lesson evidence.

Point 3

Resources: Oxford ELT — Student’s Book reference; Cambridge Dictionary — word class and meaning verification; ChatGPT — teacher-generated error list.

10 min

Ex: 2 P:8

In a weaker class, you could help students to prepare for the task by deciding together whether the missing words are adjectives or nouns.

In a stronger class, ask students to give reasons and justify their opinion.

Ask some students to compare their answers and report back to the class on how similar or different they and their partner are

Differentiation:

- Students are supported by translating the new vocabulary into their first language to confirm understanding.

AI Sentence Coach – “Improve, Don’t Copy”
After Students write their own sentences, teacher enters 3–4 anonymous sample sentences into AI and asks for brief feedback on noun/adjective choice. Students decide whether the feedback is correct before editing.
AI prompt: “Act as a Grade 9 English grammar coach. Check these sentences only for correct use of nouns and adjectives related to personality. For each sentence write: Correct / Check, a very short reason, and one hint. Do not rewrite the whole sentence for the Student.”

Value integration – Diligence and Professional Competence:
Students improve noun/adjective accuracy after evaluating feedback instead of copying an answer.

2026–2027 priority:
Digital literacy: AI feedback is checked before revision.

Students complete the sentences with your own ideas using words in exercise 1.

ANSWERS

Student’s own answer

AI task: Students read AI feedback, decide “accept” or “reject”, explain why, and revise their own sentence if necessary.

Descriptor:
- identifies noun/adjective use;
- evaluates AI feedback critically;
- improves a sentence independently.

Point 3

Resources: Oxford ELT — Student’s Book exercise; ChatGPT — teacher-controlled sentence feedback; Cambridge Dictionary — language verification.

13 min

Ex: 3 P:8

Students do the Hobbies questionnaire, then compare their

answers in pairs. Do they have similar views on hobbies?

Ask them to discuss what hobbies they do and what attributes help with that hobby.

Differentiation:

- Provide sentence starters or a word bank to support discussion (e.g., “I enjoy ___ because...”, “You need to be ___ to do this hobby”).

AI Hobby & Quality Challenge
After the questionnaire, AI provides fictional hobby profiles. Pairs match each hobby with useful attributes and compare the AI suggestions with their own ideas.
AI prompt: “Generate 5 short fictional Grade 9 hobby profiles (sports, arts, technology, reading, cooking). For each, suggest two useful personal qualities from this set where suitable: generous, responsible, enthusiastic, confident, patient, optimistic. Keep each profile to 1–2 sentences. Add one debatable suggestion so students can challenge the AI.”

Value integration – Unity and Cooperation:
Pair discussion develops respectful listening, comparison of views and reasoned agreement or disagreement.

Students complete the Hobbies questionnaire. Then compare your answers with a partner. Do you have the same attitude to hobbies? How are you the same and different?

ANSWERS

Student’s own answer

AI task: Students compare one AI hobby profile with their questionnaire answers, agree/disagree with one suggested quality, and justify: “I agree/disagree because …”.

Descriptor:
- connects a hobby with relevant qualities;
- expresses agreement/disagreement;
- gives a clear reason using target vocabulary.

Point 4

9-10 points – “5”

7-8 points – “4”

5-6 points – “3”

Resources: Oxford ELT — Student’s Book questionnaire; Canva — teacher-prepared hobby profile cards.

End
5 min

PERSONALITY EVIDENCE EXIT — 5 min. Students choose one hobby, write two suitable personality qualities and justify one with an action: ‘A person may need to be ___ because ___.’ Then they label one target word noun/adjective.

Value integration – Justice and Responsibility:
Students assess their own vocabulary progress honestly and identify one realistic next step.

Descriptor: connects a hobby with two relevant qualities; gives one evidence-based reason; identifies one word class correctly.

Resources: Microsoft Forms — 3–2–1 exit ticket; Canva — printable reflection card.

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

T tells the class to make groups of 2. 

Warm up:

AI INTEGRATION – AI Hobby Comparison Starter

Teacher displays 3 short AI-generated descriptions of fictional teenagers doing hobbies. Ask Students to identify the hobby and compare how the actions are performed.

Prompt: “Create 3 short Grade 9 classroom-safe descriptions of fictional teenagers doing different hobbies. Include adverbs such as carefully, confidently and enthusiastically. Do not label personality directly.”

Students identify the hobbies, underline the adverbs and make one comparison, e.g. “Aida works more carefully than Ben.”

Value inte

gration – Creativity and Innovation:
Students create meaningful comparisons from fictional hobby descriptions and use digital examples purposefully.

2026–2027 priority:
Digital literacy: teacher-controlled AI examples contain no personal data.

AI safety: Teacher checks AI-generated materials before the lesson. Students do not enter full names, addresses, phone numbers, passwords, account details, private photos or other unnecessary personal data.

Teacher evaluate Students with Formative Assessment

phrases like:

“Good job!

Well done!”

AI Descriptor: identifies an adverb and produces one meaningful comparative sentence.

Resources: Adobe Firefly — teacher-generated hobby comparison visual; ChatGPT — teacher-controlled descriptions.

Middle

10 min

Ex: 4 P: 9

Write on the board: In life, it’s best not to act too … Elicit possible endings for the sentence (quickly, carefully, etc.).

Write the adverbs successfully, generously, anxiously, and confidently on the board and underline them. Elicit that they are adverbs, they end in -ly, and they are formed from the adjectives in exercise 1.

Check that students understand the difference between adjectives and adverbs. Write on the board: Petra is a good singer. Petra sings well. Underline good and well. Explain or

elicit that adjectives modify nouns and adverbs modify verbs. Point out that well is irregular

Differentiation

- Provide a list of common adjectives and their adverb forms for reference.

AI Error Detective – Adjective or Adverb?

After Students complete the rules, show an AI-generated list containing exactly two deliberate mistakes. Prompt: “Generate 8 Grade 9 adjective–adverb pairs connected with hobbies and qualities. Include exactly two deliberate formation mistakes. Do not reveal the mistakes.” Students must verify the AI output using the rule/table before correcting it.

Value integration – Justice and Responsibility:
Students verify adjective–adverb forms against grammar rules and correct deliberate AI errors.

2026–2027 priority:
AI literacy: OBSERVE → COMPARE → VERIFY → CORRECT.

Students complete the examples and the rules in the table

ANSWERS

1 -ly

2 firmly

3 -ily

4 angrily

5 -ally

6 optimistic

7 fast

8 hard

Adverbs from adjectives in exercise 1: successfully, generously, passionately, moodily, anxiously, pessimistically, optimistically, responsibly, enthusiastically, confidently, frustratingly

Students compare the AI forms with the grammar rule, find two errors, correct them and explain the rule.

Descriptor: finds both deliberate errors; gives correct adverb forms; explains at least one formation rule.

Point 3

Resources: Oxford ELT — Student’s Book grammar rule; Cambridge Dictionary — adverb-form verification; ChatGPT — teacher-generated error set.

8 min

Ex: 5 P: 9

In a weaker class, allow students to work in pairs to write their sentences.

Ask some students to write some of their sentences on the board. Discuss if they are logical and correctly formed.

Differentiation:

-Provide guided support by reviewing one sentence at a time and prompting with correction questions (e.g., “Is this the right word order?”, “Does the adverb match the verb?”).

AI Sentence Coach – Check, Don’t Copy

Students first write their own six sentences. Teacher then enters anonymous sample sentences into AI for feedback.

Prompt: “Check these Grade 9 sentences for adjective/adverb choice and word order. Give a short hint for each error, but do not rewrite the whole sentence.”

Value integration – Diligence and Professional Competence:
Students write independently, evaluate hints critically and improve adjective/adverb accuracy.

Students write six sentences describing how you do different things. Use the verbs in the first box and adverbs formed from the adjectives in the second box.

ANSWERS

Student’s own answer

Students read AI hints, decide whether the feedback is correct, and revise only the sentences that need correction.

Descriptor: evaluates AI feedback critically and improves adjective/adverb use without copying a full AI answer.

Point 2

Resources: Oxford ELT — Student’s Book exercise; ChatGPT — teacher-controlled feedback; Cambridge Dictionary — language check.

10 min

Ex: 6 P: 9

Focus on the example and elicit one or two more examples from the class. Check answers. Make sure students understand we use less, the least, more, the most to form comparative and superlative forms of adverbs.

Differentiation:

- Provide sentence frames (e.g., "She runs ___ than me." / "He speaks ___ of all.") and visual aids to support understanding.

AI Comparison Challenge

Teacher asks AI to generate six short hobby situations.

Prompt: “Create 6 Grade 9 mini-situations comparing how two or three fictional teenagers do hobbies. Leave one blank in each sentence for more/less/the most/the least + adverb. Mix comparative and superlative forms.”

Value integration – Diligence and Professional Competence:
Students apply comparative and superlative rules accurately and justify the form selected.

Students study sentences 1–5. How do we form the comparative and superlative forms of adverbs? Complete the table with the words in blue

ANSWERS

We use less and more to form comparative adjectives. We use the least and the most to form superlatives. Comparative adjectives: meaner, more comfortable, less stressful Comparative adverbs: less seriously, more positively, more happily

Superlative adjectives: the most selfish, the least successful, the most optimistic, the richest

Superlative adverbs: the least generously, the most rudely

In pairs, Students complete the AI sentences, justify the form, then compare with the textbook rule and examples.

Descriptor: chooses comparative/superlative forms accurately and justifies the choice using the number of people/actions compared.

Point 3

Resources: Oxford ELT — Student’s Book rule and examples; Wordwall — controlled comparison practice.

7 min

Ex: 7 P: 9

Focus on the first sentence and elicit that the missing word is an adverb and a superlative. Elicit the answer (the

most successfully).

In a weaker class, allow students to work in pairs. In a stronger class, ask students to complete the sentences

individually, but allow them to check their answers in pairs

before you check with the class

Differentiation:

- Allow students to work in pairs to complete the sentences, encouraging peer support and discussion.

AI Grammar Critic – Is AI Correct?

After Exercise 7, show 5 AI answers with one deliberate mistake.

Prompt: “Generate 5 Grade 9 sentences using comparative or superlative adjectives/adverbs with more, less, the most and the least. Include exactly one deliberate grammar mistake. Do not identify it.”

Value integration – Justice and Responsibility:
Students check generated sentences against the grammar rule and take responsibility for correcting inaccuracies.

2026–2027 priority:
AI literacy: VERIFY → CORRECT.

Students complete the sentences with the comparative or superlative form of an adjective or adverb. Use more / less and the most / the least

ANSWERS

1 the most

successfully

2 less pessimistically

3 more carefully

4 less noisy

5 more slowly

6 the least sensitive

Students check each AI sentence, locate the mistake, correct it and explain why it is wrong.

Descriptor: checks AI output against the grammar rule; identifies and corrects the deliberate mistake.

Point 2

9-10 points – “5”

7-8 points – “4”

5-6 points – “3”

Resources: ChatGPT — teacher-generated grammar critic; Oxford ELT — Student’s Book verification.

End
5 min

COMPARISON EXIT — 5 min. Students write one comparative adverb sentence and one superlative adverb sentence about fictional hobby performance, then underline the comparison form.

Value integration – Justice and Responsibility:
Students independently demonstrate what they can form, compare and still need to practise.

Descriptor: forms one comparative adverb accurately; forms one superlative adverb accurately; uses logical word order.

Resources: Microsoft Forms — lesson-specific 3–2–1 exit ticket; Canva — printable exit card.

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

T tells the class to make groups of 2. 

Warm up:
AI Visual Prediction – Past or Present?
Teacher displays 3–4 teacher-prepared AI-generated, classroom-friendly images of everyday life in the 1950s and today (family leisure, communication, entertainment, technology). Students identify visual clues and predict which period each image represents. Teacher reminds Students that AI images can contain inaccurate historical details, so predictions must be treated as hypotheses.
AI prompt: “Create four realistic Grade 9 classroom-friendly images comparing everyday teenage/family life in the 1950s and today. Include communication, entertainment, clothing and technology. No text or logos. Make the contrast clear but avoid stereotypes.”

Value integration – Creativity and Innovation:
Students treat AI historical visuals as hypotheses, identify clues and avoid accepting generated details as facts.

2026–2027 priority:
AI literacy: OBSERVE → COMPARE → VERIFY; teacher checks visuals before class.

AI safety: Teacher checks AI-generated materials before the lesson. Students do not enter full names, addresses, phone numbers, passwords, account details, private photos or other unnecessary personal data.

AI Students’ action
Students observe the AI-generated images, identify 2–3 visual clues, classify them as past/present and justify one prediction to a partner.
Descriptor: identifies relevant visual clues; gives a logical prediction; recognizes that an AI image may be inaccurate.

Teacher evaluate Students with phrases like:

“Good job!

Well done!”

Formative Assessment

Resources: Adobe Firefly — teacher-generated 1950s/modern comparison visuals; ChatGPT — teacher-controlled visual prompts.

Middle

10 min

Ex: 1 P: 10

Read through the items in the list with the class and

check that students understand them. In a weaker class, allow students to use dictionaries or pre-teach ballroom (a place where people used to go to dance) and big band (a style of jazz music played by a group of twelve to fifteen musicians). In a stronger class, elicit suggestions and guesses for unfamiliar vocabulary, and then discuss again after the first reading, encouraging students to use context to work out the meaning

Differentiation:

- Allow use of dictionaries or pre-teach key terms such as ballroom (a place where people used to go to dance) and big band (a jazz music style played by a large group of musicians).

AI Prediction Check – 1950s or Now?
After Students make their own predictions, teacher shows a short AI-generated list classifying selected items as ‘more common in the 1950s’ or ‘more common now’. Pairs compare the AI list with their own ideas. They do NOT accept it as the answer key; they read/listen to the course text to verify each claim.
AI prompt: “For Grade 9 English Students, classify these items as more common in the 1950s or more common today: ballrooms, big bands, black-and-white TV, mobile phones, computers, jobs for women, discos. Add a short reason for each. Include one deliberately questionable claim for students to verify from their textbook.”

Value integration – Justice and Responsibility:
Students compare predictions with the course text and correct unsupported AI claims using evidence.

2026–2027 priority:
Reading Culture: READ → LOCATE → INTERPRET → CHECK → RESPOND.

Students which of these things do you think were common in the 1950s? Which are common now? Read, listen and compare your answers with the text.

ANSWERS

More common in the 1950s ballrooms, big bands, black-and-white TV

More common now mobile phones, computers, jobs for women, discos, bad language

AI Students’ action
Students compare their predictions with the AI output, then use the reading/listening text as evidence to confirm or correct the AI.

Descriptor: compares two sources; finds textual evidence; corrects at least one unsupported or inaccurate AI claim.

Point 3

Resources: Oxford ELT — core reading text; ChatGPT — teacher-generated prediction list; Cambridge Dictionary — key vocabulary support.

8 min

Ex: 2 P: 10

In a weaker class, encourage students to underline the parts of the text where they found the answers. In a

stronger class, encourage students to identify the false sentences and correct them from memory. Then they

should read again and confirm.

Differentiation:

- Encourage students to underline or highlight the parts of the text where they found their answers to help them locate evidence and stay focused.

AI Evidence Detective – True, False or Unsupported?
After Exercise 2, teacher displays 3 short AI-generated statements about the reading, including one deliberately inaccurate statement. Students decide whether each statement is supported by the text and underline evidence before correcting the AI.
AI prompt: “Create three short Grade 9 statements about a reading comparing life in the 1950s and today. Make two consistent with these ideas and one deliberately incorrect. Do not mark the incorrect one. Students must verify all statements using their course text.”

Value integration – Justice and Responsibility:
Students distinguish supported information from inaccurate claims and justify answers with textual evidence.

2026–2027 priority:
Reading Culture: READ → LOCATE → INTERPRET → CHECK → RESPOND.

Students read the text again. Write true or false. Correct the false sentences.

ANSWERS

1 False. The cinema was popular in the fifties.

2 False. A family in her street bought a TV.

3 True.

4 False. She really likes the fashions.

5 True.

6 True.

7 False. People wait longer these days.

8 True

AI Students’ action
Students check each AI statement against the text, label it True/False/Unsupported and quote or point to evidence.

Descriptor: distinguishes fact from unsupported AI output; locates relevant evidence; corrects inaccurate information.

Point 2

Resources: Oxford ELT — reading text and Ex. 2; Nearpod — teacher-led evidence check.

7 min

Ex: 3 P: 10

In a weaker class, explain that prepositions are words like

in, from, to, in front of, at and on, which are usually used before a noun or pronoun to show place (He lives in Paris.), position (The book is on the table.), time (The film starts at nine o’clock.) or method (Shall we walk or go by bus?). In a stronger class, ask students what prepositions are and

elicit examples

Differentiation:

- Clearly explain what prepositions are, using simple definitions and familiar examples (e.g., in, on, at, from, to), and show how they function in sentences.

AI Grammar Error Detective – Adjective + Preposition
Teacher displays six AI-generated sentences using adjective + preposition combinations. Two contain deliberate errors. Students find and correct the errors, then check the course text/rule.
AI prompt: “Generate six Grade 9 sentences about generations and hobbies using adjective + preposition combinations such as interested in, good at, worried about, proud of, different from and similar to. Include exactly two deliberate preposition mistakes. Do not identify the mistakes. Give the answer key separately for the teacher.”

Value integration – Diligence and Professional Competence:
Students identify adjective + preposition patterns accurately and explain corrections using the rule.

Students complete the sentences with prepositions. Then check your answers in the text

ANSWERS

1 on

2 by

3 about

4 in

5 to

6 for

7 about

AI Students’ action
Students identify adjective + preposition combinations, find two AI errors and explain the corrections.

Descriptor: recognizes target combinations; corrects preposition errors accurately; explains a correction using the grammar pattern.

Point 2

Resources: Oxford ELT — Student’s Book grammar evidence; ChatGPT — teacher-generated error sentences; Cambridge Dictionary — usage verification.

10 min

Ex: 4 P: 10

In a weaker class, ask students to choose the correct prepositions first. Check the answers with the class, then tell students to complete the sentences with their own ideas.

In a stronger class, ask students to look at the sentences in exercise 3 again and tell you what part of speech usually follows the preposition (noun). Write on the board: She’s keen on playing tennis. Are you interested in joining the drama club? Ask students what part of speech are the words after on and in (verb). Point out that when students use verbs after prepositions, they should use -ing forms, not infinitives

Differentiation:

- Have students first choose the correct prepositions.

AI Sentence Coach – Improve, Don’t Copy
After Students write their own Exercise 4 sentences, teacher enters 2–3 anonymous sample sentences into AI and asks only for feedback. The AI must not rewrite the sentences. Students decide which feedback is useful and revise their own work independently.
AI prompt: “Act as a Grade 9 English writing coach. Check these sentences for adjective + preposition and preposition + noun/-ing patterns. Do not rewrite the sentences. For each one, say: Correct / Check again, identify the grammar point, and give one short hint.”

Value integration – Creativity and Innovation:
Students keep their own meaning while critically evaluating digital feedback and revising independently.

2026–2027 priority:
Digital literacy: OBSERVE → COMPARE → VERIFY → CORRECT.

Students complete the sentences with the prepositions in the box and your own ideas

ANSWERS

1 of + students’ own answers

2 with + students’ own answers

3 about + students’ own answers

4 at + students’ own answers

5 for + students’ own answers

6 from + students’ own answers

AI Students’ action
Students read AI feedback critically, accept or reject suggestions with a reason, and make their own revisions.

Descriptor: evaluates AI feedback; revises grammar independently; keeps the Student’s original meaning.

Point 3

9-10 points – “5”

7-8 points – “4”

5-6 points – “3”

Resources: ChatGPT — teacher-controlled sentence feedback; Oxford ELT — Student’s Book pattern reference.

End
5 min

GENERATIONS: EVIDENCE + RESPONSE — 5 min. Students write one accurate difference between the 1950s and today, cite one detail from the reading, and add one adjective + preposition sentence expressing their view.

Value integration – Justice and Responsibility:
Students summarise evidence-based differences between generations and identify one language point for further practice.

2026–2027 priority:
Reading Culture: RESPOND through evidence-based reflection.

Descriptor: states an accurate comparison; supports it with text evidence; uses one adjective + preposition pattern correctly.

Resources: Microsoft Forms — generations evidence exit ticket; Canva — printable reflection card.

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

T tells the class to make groups of 2. 

Warm up:

AI-INTEGRATED WARM-UP – AI Timeline Challenge
Teacher displays 3 short AI-generated past-event pairs. Students decide which event happened first and place the events on a simple timeline.
AI prompt: “Generate 3 Grade 9 pairs of everyday past events. Each pair must contain one earlier action and one later action. Do not give the answers.”
Teacher reminds Students that AI suggestions must be checked using the grammar rule.

Teacher tells values of this month. The value of diligence and professional competence.

- completing the task on time;

- participating actively in the lesson;

AI task: In pairs, Students read the AI-generated event pairs, identify the earlier/later event and explain their choice using first / then / before / after.
Descriptor: identifies the sequence of events and justifies the choice.

Value integration – Diligence and Professional Competence:
Students sequence events carefully and justify which action happened earlier using time markers.

2026–2027 priority:
Digital literacy: generated examples are checked against the grammar rule.

AI safety: Teacher checks AI-generated materials before the lesson. Students do not enter full names, addresses, phone numbers, passwords, account details, private photos or other unnecessary personal data.

Teacher evaluate Students with phrases like:

“Good job!

Well done!”

Formative Assessment

AI formative assessment: 1 point – identifies the earlier event; 1 point – explains the sequence logically.

Resources: ChatGPT — teacher-generated timeline challenge; Canva — timeline cards.

Middle

10 min

Ex: 1 P: 11

Ask students to open their books and look at the timeline. Tell them to read the sentence again and match the

events to the diagram.

Ask students to translate the examples into their own language. Discuss how the equivalent tense is formed in

the students’ own language, and whether this is similar to

English.

AI GRAMMAR DETECTIVE – Which tense?
After Exercise 1, teacher shows four AI-generated sentences containing Past Simple and Past Perfect, including two deliberate mistakes.
AI prompt: “Create 4 Grade 9 sentences using Past Simple and Past Perfect together. Include exactly 2 deliberate tense mistakes. Do not identify the mistakes.”
Students must check AI rather than assume it is correct.

Value integration – Justice and Responsibility:
Students verify tense choices and correct AI errors using the Past Perfect/Past Simple rule.

2026–2027 priority:
AI literacy: OBSERVE → COMPARE → VERIFY → CORRECT.

Students study the timeline and the sentence. Write the events in the correct place on the timeline. Then choose the correct words in the rules

ANSWERS

Recent past:

I visited my gran Earlier past:

she’d found some of her old photos

Rules: a before

b past simple c had

Students identify the two incorrect AI sentences, correct them and explain which action happened first.

Descriptor: distinguishes Past Perfect from Past Simple and corrects AI errors with a reason.

Point 3

Resources: Oxford ELT — Student’s Book timeline and rule; ChatGPT — teacher-generated grammar detective.

12 min

Ex: 2 P: 11

Read the example with the class and ask: Which action happened first? (I saw the film).

Focus on the next sentence and ask Which action happened first? (Alice didn’t have many hobbies when she was a child). Elicit which verb should be in the past perfect (have) and which in the past simple (tell).

Remind students that some irregular verbs have the same form for the past tense and past participle, but others have different forms. Tell students to use the irregular verbs list on page 126 of the Student’s Book

Differentiation:

-Provide partially completed sentences and guided practice. Encourage use of the irregular verb list as a support tool.

AI IRREGULAR VERB CHECK
Before checking answers, teacher asks AI to produce a mini-list of past participles, with two deliberate errors.
AI prompt: “Give 8 common irregular verbs for Grade 9 in base form – past simple – past participle. Include exactly 2 deliberate errors for students to find.”
Students verify the list with the irregular verb list on p.126.

Value integration – Diligence and Professional Competence:
Students verify irregular verb forms accurately and apply had + past participle correctly.

Students complete the sentences. Use the past perfect and the past simple in each sentence.

ANSWERS

1 told, hadn’t had

4 was, had left, had found

2 got, went, hadn’t seen

5 hadn’t started, arrived

3 hadn’t invented, was

6 wanted, had had

Students compare AI forms with the Student’s Book, find and correct two errors, then use one corrected verb in a Past Perfect sentence.

Descriptor: verifies irregular verb forms and uses had + past participle accurately.

Point 3

Resources: Oxford ELT — Student’s Book irregular verb list; Cambridge Dictionary — irregular verb verification; ChatGPT — teacher-generated check list.

13 min

Ex: 3 P: 11

Make sure students understand the logical order of events. In the example, one fact is a consequence of the other. Remind them to use context and to look out for time markers, e.g. when, by the time, after in the prompts

AI STORY SEQUENCER – Complete, then Critique
After Students complete Exercise 3 independently, teacher displays an AI-generated two-sentence mini-story.
AI prompt: “Create a two-sentence Grade 9 mini-story with two past events. Use Past Perfect for the earlier event and Past Simple for the later event. Add one time marker such as when, after, before, or by the time.”
Teacher asks: “Is the AI sequence logical? What evidence proves it?”

Value integration – Creativity and Innovation:
Students create original event sequences and critically improve a generated model when necessary.

Students complete the sentences using the past perfect and your own ideas

ANSWERS

Students’ own answers

Students compare the AI model with their own sentences, underline the time marker, identify the earlier action and improve the AI sentence if necessary.

Descriptor: uses context and time markers to explain event sequence; creates an original sentence rather than copying AI.

Point 4

9-10 points – “5”

7-8 points – “4”

5-6 points – “3”

Resources: ChatGPT — teacher-generated mini-story; Oxford ELT — Student’s Book time-marker examples.

End
5 min

TIMELINE EXIT — 5 min. Students receive two past events, place them in order and combine them in one sentence using Past Perfect for the earlier event and Past Simple for the later event.

Value integration – Justice and Responsibility:
Students independently identify and repair a tense error and state the rule accurately.

Descriptor: identifies earlier/later events; uses Past Perfect accurately; uses Past Simple accurately.

Resources: Microsoft Forms — Past Perfect/Past Simple exit check; Canva — timeline exit card.

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

T tells the class to make groups of 2. 

Warm up:

AI-integrated Warm-up – Memory Word Cloud
Teacher uses ChatGPT to generate 5 classroom-safe fictional memory prompts connected with childhood (e.g. first school day, a family celebration, learning a skill). Students choose one and predict useful past-time vocabulary.
AI prompt: “Generate 5 short, classroom-safe fictional childhood memory prompts for Grade 9. Use simple past-time expressions. Do not ask for personal or sensitive information.”

AI task: Students choose one fictional prompt, identify 2–3 useful words and briefly explain which past tense may be useful.
Value integration – Law and Order:
Students use fictional memory prompts and follow personal-data safety rules when working with digital tools.

2026–2027 priority:
Constitutional/civic priority: personal-data awareness and safe behaviour.

AI safety: Teacher checks AI-generated materials before the lesson. Students do not enter full names, addresses, phone numbers, passwords, account details, private photos or other unnecessary personal data.

Teacher evaluate Students with phrases like:

“Good job!

Well done!”

Formative Assessment

Descriptor: identifies relevant vocabulary and links it to a suitable past-time context.

Resources: ChatGPT — teacher-controlled fictional memory prompts; Canva — safe memory word-cloud visual.

Middle

10 min

Ex: 1 P: 12

In a weaker class, elicit translations of the collocations and make example sentences as a class. In a stronger

class, encourage students to record the new phrases in their own example sentences.

Point out that students can use diagrams like these to record other collocations. They could also turn the

diagrams into spidergrams if they prefer

Differentiation:

- Focus on oral translation and sentence-building as a class. Provide sentence starters and model diagrams.

AI Collocation Error Detective
After Ex.1, teacher displays an AI-generated list containing 8 make/do/collect/write collocations with exactly two deliberate mistakes. Pairs find and correct the mistakes using the Student’s Book.
AI prompt: “Generate 8 Grade 9 collocations with make, do, collect and write. Include exactly two deliberate collocation mistakes. Do not reveal which are wrong.”

Value integration – Justice and Responsibility:
Students verify collocations against a reliable source and correct generated mistakes with evidence.

2026–2027 priority:
AI literacy: OBSERVE → COMPARE → VERIFY → CORRECT.

Students complete the diagram with the words in the box

ANSWERS

1 model planes

2 clothes

3 music

4 puzzles

5 woodwork

6 sports

7 badges

8 stamps

9 football cards

10 blogs

11 poetry

12 short stories

Students compare the AI list with the book, identify two incorrect collocations, correct them and justify their choices.

Descriptor: identifies and corrects AI collocation errors using a reliable source.

Point 3

Resources: Oxford ELT — Student’s Book collocation diagram; Cambridge Dictionary — collocation verification; ChatGPT — teacher-generated error list.

8 min

Ex: 2 P: 12

Students complete the questions individually.

Check answers, then put students into pairs to ask and answer the questions.

Ask some students to report back on what they learnt about their partner.

AI Question Coach – Check, Don’t Copy
After pair work, teacher asks AI to generate 4 model questions using make/do/collect/write. One question contains a deliberate word-choice error. Students evaluate the questions before improving one of their own.
AI prompt: “Create 4 Grade 9 questions using make, do, collect and write about hobbies and everyday activities. Include one deliberate collocation mistake. Keep questions non-personal and classroom-safe.”

Value integration – Unity and Cooperation:
Pair questioning develops appropriate register, active listening and respectful interaction.

Students choose the correct words to complete the questions. Then ask and answer in pairs.

ANSWERS

1collect

2 write

3 make

4 make

5 written

6 do

7 do, make

Students’ own 

answers.

Students detect the incorrect AI question, explain the correction, then improve one of their own questions without copying the AI model.

Descriptor: forms accurate questions and evaluates AI language critically.

Point 2

Resources: Oxford ELT — Student’s Book questions; ChatGPT — teacher-controlled question coach.

10 min

Ex: 3 P: 12

Focus on the photos and elicit what they show. Elicit whether they are modern or old photos (old). Tell students they are going to hear people talking about the past.

Allow students time to read through the words in the box.

Students listen and match the words with the people.

Differentiation:

- Pre-teach key words, pause the recording after each speaker, and allow repeated listening.

AI Pre-listening Prediction
Before playing the audio, teacher gives AI the neutral topic “four people talking about memories” and asks for 6 possible key words. Students predict which may appear, then listen and verify.
AI prompt: “Suggest 6 simple words that might appear in a Grade 9 listening about four fictional people remembering past events. Do not invent answers to the listening task.”

Value integration – Diligence and Professional Competence:
Students distinguish prediction from listening evidence and record details accurately.

Students listen to the dialogues. Match two words with each of the people in the photos 1–4

ANSWERS

1 Michael: money, test

2 Maxine: uniform,

 upset

3 Clare: party, married

4 Joey: uncle,

 Tickets

Students make predictions, listen, then mark each prediction as heard/not heard. They use the audio—not AI—as evidence for matching words to speakers.

Descriptor: distinguishes prediction from evidence and matches details from listening accurately.

Point 2

Resources: Oxford ELT — Student’s Book listening task; ChatGPT — teacher-generated pre-listening vocabulary; Nearpod — listening response grid.

7 min

Ex: 4 P: 12

Allow students time to read the questions. Encourage them to make notes from the first listening, which they can confirm when listening again.

Differentiation:

-Provide visual examples and sentence contexts for each phrase.

AI vs Audio – Evidence Detective
After the second listening, teacher shows 3 short AI statements about the fictional speakers, including one unsupported statement. Students decide which statement cannot be confirmed and cite what they heard.
AI prompt: “Create 3 short statements for a listening-evidence checking activity about fictional people’s memories. Make two statements plausible and one clearly marked for the teacher as unsupported. Do not use real personal data.”

Value integration – Justice and Responsibility:
Students check AI claims against the primary audio source and reject unsupported information.

2026–2027 priority:
AI literacy: COMPARE → VERIFY → CORRECT.

Students listen again and choose the correct answers.

ANSWERS

1 c

2 a

3 b

4 c

5 a

Students listen again, classify statements as supported/not supported and explain answers with details from the recording.

Descriptor: checks AI claims against primary listening evidence and corrects unsupported information.

Point 3

9-10 points – “5”

7-8 points – “4”

5-6 points – “3”

Resources: Oxford ELT — Student’s Book audio task; ChatGPT — teacher-generated evidence statements.

End
5 min

COLLOCATION + LISTENING EXIT — 5 min. Students write two correct make/do/collect/write collocations and one fact they verified from the listening. They mark the fact ‘audio evidence’.

Value integration – Justice and Responsibility:
Students reflect on collocations, listening strategies and one AI claim they verified rather than accepted automatically.

Descriptor: gives two accurate collocations; records one accurate listening detail; distinguishes evidence from prediction.

Resources: Microsoft Forms — collocation/listening exit ticket; Canva — printable reflection card.

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

T tells the class to make groups of 2. 

Warm up:

AI Warm-up – Photo Story Predictor
Teacher shows an AI-generated, classroom-safe image of fictional teenagers doing hobbies. Ask Students to predict what was happening and what happened next.

AI prompt: “Create a classroom-safe scene of fictional Grade 9 teenagers doing different hobbies. Include one action in progress and one short completed action. Do not use real people or personal data.”

Students’ action (AI):
Observe the AI image and make two sentences: one with Past Continuous and one with Past Simple. Compare predictions with a partner.

Value integration – Creativity and Innovation:
Students generate original predictions from a fictional scene and use two past tenses purposefully.

2026–2027 priority:
Digital literacy: no real people or personal data; tense choices are checked against the rule.

AI safety: Teacher checks AI-generated materials before the lesson. Students do not enter full names, addresses, phone numbers, passwords, account details, private photos or other unnecessary personal data.

Teacher evaluate Students with Formative Assessment

phrases like:

“Good job!

Well done!”