| 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 – Visual Prediction (teacher-led)
Teacher displays 3 AI-generated/mock images showing teenagers using the internet for different purposes. Ask: “What is happening online?” “Which internet words might we use today?”
AI prompt: “Create 3 safe classroom image scenarios about teenagers using the internet for learning, communication and entertainment. Do not show personal data or real social-media accounts.” Instilling values of the program “Birtutas tarbiye” Honesty and fairness Unity and solidarity Diligence and professional competence – respect. Justice and Responsibility Independence and Patriotism | Learners read the given sentences on the board and guess the topic and share with their ideas. Remember and recognize the main vocabulary.
AI task: Learners observe the AI visuals, predict the lesson topic and name 2–3 internet activities in English.
| Teacher evaluate pupils with phrases like: “Good job! Well done!” Formative Assessment
Descriptor:
- identifies at least 2 internet activities from the visuals;
- uses relevant vocabulary to explain one prediction.
| AI-generated/mock visuals; projector; ChatGPT/AI tool (teacher-led). |
| Middle 7 min | Ex: 1 P: 20 -Explain the task: “You will complete a table of words and their forms.” -Emphasize that understanding word formation helps improve vocabulary and writing skills. -Weaker class: Allow students to work in pairs, supporting each other and discussing answers collaboratively. -Students use dictionaries to check meanings of unfamiliar words. Differentiation: - Allow students to work in pairs or small groups to complete the table collaboratively. | Learners complete the table with words or phrases from the Are you well-connected questionnaire. Then listen and check ANSWERS : 1 download 2 share 3 message 4 blog 5 create 6 chat 7 play 8 search 9 use 10 attachment
| Descriptor:
- identifies the two deliberate errors;
- corrects the word form/usage and explains one correction. | Student’s Book; AI-generated sentences; interactive board.
You tube https://youtu.be/CK315FlFakg?si=qvqM_n9ydgXsgeT1
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| 10 min | Ex: 2 P: 21 -Explain: “You will complete this questionnaire individually first, then check your answers against the answer key.” -Clarify that the goal is both understanding and self-assessment. -Students complete the questionnaire quietly on their own. Differentiation: - Offer sentence starters to help students express agreement or disagreement (e.g., “I think this is true because…”, “I don’t agree because…”). | Learners do the questionnaire. Answer yes or no.
Learners answer the AI-generated questions and discuss in pairs which question best measures internet use and why. | Descriptor:
- answers the four questions appropriately;
- gives a simple reason for choosing the most useful question. | AI-generated questionnaire; worksheet/projector. |
| 10 min | Ex: 3 P: 21 -Show the example sentence or dialogue to the class. -Explain how to correctly use the verbs and nouns from the table. -Check understanding by asking a few concept questions: “Which verb fits here?” / “Which noun matches this verb?” -Weaker class: Give students a few minutes to prepare questions individually using the verbs and nouns. | Learners work in pairs. Ask and answer questions using the nouns and verbsю ANSWERS: Students’ own answers
| Descriptor:
- uses at least 3 target words correctly;
- asks and answers relevant questions in a short dialogue. | AI role-play cards; Student’s Book. |
| 8 min | Ex: 4 P: 21 -Ask students to look back at the statements in the internet questionnaire on page 28. -Draw attention to the verbs in the statements. -Ask: “Do you know what tense these verbs are in?” -Accept suggestions from the class, but do not confirm or reject answers yet. . | Learners write sentences using the present perfect affirmative and negative. ANSWERS: 1 We’ve created a webpage for our school. 2 I haven’t posted any messages this week. 3 She hasn’t looked at my blog. 4 My friend has changed his email address. 5 I haven’t chatted a lot today. 6 We haven’t downloaded that programme. 7 The internet has changed the way we communicate. 8 I’ve visited a lot of music websites | Descriptor:
- identifies have/has + past participle;
- finds and corrects both deliberate AI errors;
- gives one reason using the grammar rule. 9-10 points – “5” 7-8 points – “4” 5-6 points – “3” | AI-generated grammar check; board/projector; Student’s Book. |
| End 5 min | Feedback
AI-assisted Reflection
Teacher shows three exit prompts: “One internet word I can use is …”; “One Present Perfect sentence I can make is …”; “One thing AI can ge | Learners complete one vocabulary sentence, one Present Perfect sentence and one critical-thinking statement about checking AI output.
AI Exit-ticket Descriptor:
- uses one target internet word correctly;
- produces one correct Present Perfect | Exit ticket; stickers; optional teacher-led AI display. |
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