A complete lesson, from one sentence.
The plan, the slides, the handouts and the games — built together, by teachers, in minutes. Below is a real one, start to bell.
What a lesson kit contains
Lesson plan
Staged, timed, with the reasoning for each stage.
Slides
Built from the plan, ready to project.
Handouts
Worksheets and cards, with answer keys. They print.
Games
Projected, playable from one screen.
Real teachers decided how these lessons work.
Which activities to use, what order to teach them in, how long each part gets, what counts as A2 — our teachers settled all of it in advance. The AI only writes your topic into what they built.
So you are not getting whatever an AI thought a lesson looks like. You are getting a real one, graded to CEFR and structured the way the Cambridge DELTA marks a teacher’s own plan.
- 265activity shapes
- Researched from the academic literature and curated by teachers. Not scraped, not invented.
- 6delivery conditions
- Every activity judged for in-person, online, one-to-one, large classes, young learners and no resources.
- 5lesson architectures
- A grammar lesson isn’t shaped like a reading lesson. Teachers designed each sequence.
- In person
- Online
- One-to-one
What the teacher typed
Past simple regular verbs. They keep making mistakes with the -ed ending, so I want to focus on form and do more grammar exercises.
- A2
- 13–17
- in person
- 60 min
- 12 students
Everything below is one real generated kit. Shortened in places, nothing rewritten.
It works out what your class will get wrong. Before the class does.
Every kit opens with the analysis most lesson plans skip — and the part that takes a qualified teacher an hour. This is that page, from the kit above.
The objective
Students will be able to describe past weekend activities using regular past simple verbs.
Learner-facing: “I can talk about what I did last weekend using regular verbs in the past simple.”
You will know it worked when: Students produce written sentences with correct -ed spelling.
Target language
- grammarRegular past simple (-ed)“I played soccer.”
- chunkTime markers“last weekend”
- grammarPast simple questions (Did…?)“Did you watch a movie?”
Pronunciation
The three pronunciations of -ed (/t/, /d/, /ɪd/). For pt-BR learners, the /ɪd/ ending often triggers epenthetic /i/ after the /d/. Treatment: use a “stop-and-release” technique, emphasising the final consonant sound without adding a vowel at the end.
Recycled from earlier
- play
- watch
- listen
- study
- like
Assumed known
- Subject pronouns
- Basic verb-object collocations
Anticipated errors, and what to do
Pronouncing -ed as an extra syllable (e.g. “walk-id”)
Minimal pair drills contrasting /t/ and /d/ endings with /ɪd/ endings; visual cues for syllable counting.
Using “Did” + past form (e.g. “Did you played?”)
Guided discovery of the “did” rule: “Did” steals the past tense; use a visual “did-thief” icon on the board.
Omission of -ed in writing
Dictogloss activity focusing on identifying the -ed suffix in written text.
The first two come from what these learners’ first language does to English endings — not from anything the teacher typed.
The generated lesson, minute by minute
Weekend Hobbies Discussion
00:00 · Lead-in · 4 min · whole class
Activate vocabulary related to weekend activities and schema for past experiences.
Show the board workHide the board work
Four line drawings go up: someone playing soccer, watching a movie, listening to music, cooking a sandwich. Then the teacher points, and the class supplies the words.
- Point to the person playing soccer
- play soccer
- Point to the person watching a movie
- watch a movie
- Point to the person listening to music
- listen to music
- Point to the person cooking a sandwich
- cook a sandwich
“Did you play soccer or watch a movie last weekend?”
No past-tense correction here. The stage exists to load vocabulary, and the plan says so.
Weekend Story Listening
04:00 · Input · 7 min · whole class
Expose learners to the target grammar in a natural context and notice the -ed suffix.
Show the dialogueHide the dialogue
- You
- Hi, how was your last weekend?
- Teacher
- It was great! I played soccer in the park.
- You
- That sounds fun! Did you watch a movie last weekend?
- Teacher
- Yes, I watched a movie with my friends. It was long but good.
- You
- Really? Did you listen to music on Saturday too?
- Teacher
- Yes, I listened to music all afternoon. What did you do last weekend?
Look at the dialogue. Underline every verb that ends in -ed. How many can you find?
Answer key, folded in the teacher’s copy: 4 — played, watched, listened, relaxed
The class meets the grammar before anyone names it. Four -ed verbs are sitting in a conversation, and the task is only to notice them — the rule waits nine more minutes.
Discovering the Past
11:00 · Presentation · 9 min · teacher led
Explicitly teach the form and spelling rules of regular past simple verbs and question formation.
Show the slideHide the slide
One slide from the generated deck, in the deck’s own palette — it is projected on a wall, not read on this page. The answers stay hidden until the teacher advances; the class says them first.
See the rest of the lesson — 4 stages, 33 minutesHide the rest of the lesson
Past Simple Drills
20:00 · Controlled practice · 10 min · individual
Proceduralise the use of regular past simple forms and question structures.
Show the handoutHide the handout
Complete the sentences with the correct past simple form, or with “Did” to make a question.
- cooked
- Did
- listened
- played
- watched
- 1I ______ soccer last weekend.played
- 2______ you watch a movie?Did
- 3She ______ to music on Saturday.listened
- 4He ______ a sandwich.cooked
The answer key travels folded, the plan makes the peer check mandatory — “What did you put for number four?” — and every item was built from the verbs the lead-in put on the board.
Weekend Interview
30:00 · Freer practice · 10 min · pairs
Practice using past simple questions and statements in a semi-controlled communicative task.
Show both sheetsHide both sheets
Two sheets, printed separately. Neither learner can finish alone, so the target question is the only way across the gap: “Did you play soccer last weekend?”
Item Student A Student B Play soccer Yes, I played soccer. ask Student A Watch a movie ask Student B Yes, I watched a movie. Listen to music Yes, I listened to music. ask Student A Cook a sandwich ask Student B Yes, I cooked a sandwich. This is where the lesson turns communicative: the form is no longer the task, it is what the task costs.
My Weekend Report
40:00 · Production · 9 min · pairs
Use regular past simple verbs to describe personal experiences.
Show the promptsHide the prompts
No sheet now — six prompts, and their actual weekend.
- play / soccer
- watch / movie
- listen / music
- cook / sandwich
- relax / home
- clean / room
- Did you enjoy your weekend?
- Was your weekend busy?
- What was the best part of your weekend?
For weaker learners: use the target question model — “Did you [verb]…?” — when asking your partner.
Feedback and Reflection
49:00 · Wrap-up · 4 min · whole class
Consolidate learning and provide feedback on performance.
Show the feedback gridHide the feedback grid
Nothing was corrected during the talking. Instead the plan gave the teacher a grid to monitor against — the error to expect, and what to call it on the board.
Taught today Listen for Mark as Regular past simple (-ed) I play soccer last weekend. -ed? Past simple questions (Did…?) Did you watch a movie? did-thief? Regular past simple (-ed) I cooked-id a sandwich. pronunciation? Then, on the board: write the learner’s words, underline the slip, and add its label from the “Mark as” column.
Say this, and mean it
- You correctly added -ed to your verbs to show the past.
- You remembered the did-thief rule in your questions.
And it hands you the next lesson: Irregular past verbs like “went” or “had”, which do not follow the -ed rule.
53:00 · The bell. Nothing was left for the teacher to fill in.
It’s all made for your class, and it all fits together.
You describe your class once. The plan, the slides and the handouts all come out of that one description — so they use the same words, the same level and the same examples.
Because you said
“They keep making mistakes with the -ed ending, so I want to focus on form and do more grammar exercises.”
these three stages were given extra time and more items:
- Discovering the Past
- Past Simple Drills
- Weekend Interview
And they stay in step the whole way through. Four verbs go up in the first four minutes, and every stage after that is built on them:
- play
- watch
- listen
- cook
- 00:00go on the board
- 04:00appear in the dialogue, in the past
- 11:00are the slide’s model sentences
- 20:00are the handout’s word bank
- 30:00are what the interview asks about
- 40:00are the prompts, now about their own weekend
- 49:00are the errors feedback listens for
Ask for something different and all of it changes together. There is never a worksheet left over from a lesson you decided not to teach.
It tells you why, not just what.
Every stage carries its reasoning — for you, ten minutes before you teach it. Quoted from the plan above:
Weekend Story Listening · Input · 7 min
- Aim
- Expose learners to the target grammar in a natural context and notice the -ed suffix.
- Why
- A dialogue provides a clear model of the target language (regular past simple and ‘Did’ questions) in a natural communicative context.
- Brief
- Teacher models the target verbs · play audio · students underline every -ed · role-play in pairs for the rhythm of the ending.
- Weekend Interview
- Using information-gap cards forces students to use the target language to retrieve information, moving from form-focus to meaningful communication.
- My Weekend Report
- Personalization increases engagement and forces students to apply the target language to their own lives, which is the ultimate goal of the lesson.
- Feedback and Reflection
- Immediate feedback on observed errors helps students correct misconceptions before they become fossilized.
New to teaching, it trains you while you use it. Twenty years in, it’s the fastest way to check someone else’s reasoning against your own.
The AI didn’t decide any of that.
Anything can write a plausible lesson now. What makes this one teachable was decided by teachers, long before you opened the page.
Decided by our teachers, before you type
- lesson architecture
- stage sequence
- activity types
- CEFR grading
- timings
- stage aims
All the AI writes
- your topic
- your learners
- the sentences
- Teachers with decades in the classroom wrote the activities.
- Our team curated hundreds of them. It shows in the detail: this kit anticipated “pronouncing -ed as an extra syllable” and prescribed minimal-pair drills contrasting /t/ and /d/ against /ɪd/ — which comes from knowing what these learners’ first language does to English endings, not from anything the teacher typed.
- The lesson architectures are communicative by design.
- The same teachers designed them: context before form, meaning before rule, and most tasks aimed at getting learners communicating. The drill at 20:00 exists to serve the interview at 30:00 and the report at 40:00. Form is the route, never the destination.
- This is not a prompt wrapper.
- A wrapper hands your sentence to an AI and returns whatever comes back. Here the shape is settled first — which stages, in what order, what each one has to achieve and how long it gets — and only then is anything written into it. That is why the timings add up and the stages escalate.
- It is one lesson, not four exports.
- The slides, the handouts and the games come from the same plan, so they agree. The word bank in the practice is the verbs the lead-in put on the board; the slide checks the exact rule the drill then makes automatic. Nothing is left to reconcile by hand at 11pm.
The fair questions.
Why wouldn’t I just use ChatGPT?
You can get a lesson out of ChatGPT. But you have to know what to ask for, and then check it: is this the right level, is the warmer giving away the grammar, does the practice actually build on the presentation. That checking is the skill, and it is still your job.
Here it is already done. You write one line and get a plan, slides and handouts that match each other — plus the part further up this page: what your class will get wrong, and what to do about it.
Can I actually trust the content?
Read it and decide. The whole lesson above is real output — every stage, every worksheet, nothing tidied up for this page.
Behind it: our teachers chose the activities from published research, graded the language to CEFR, and built the plan to the standard the Cambridge DELTA uses to mark one. You will still read it before you teach it. You should read any lesson before you teach it.
How is this different from a prompt wrapper?
A wrapper is a text box in front of an AI. Whatever the AI decides that day is what you get, and asking twice gives you two different lessons.
Our teachers decided the shape first — which stages, in what order, how long each one gets. The AI fills that in with your topic. It cannot move a stage or change a level. That is why the timings add up and why two lessons for the same class agree with each other.
Why pay when there are free worksheets everywhere?
Free costs you the evening. Search for something near the right level, rewrite half of it for your group, build slides around it, then make an activity that practises the same thing. Most teachers know exactly how long that takes.
And a worksheet you found is about its own topic. This is about the class you are teaching on Monday, at your level, on the point you actually taught.
I already pay for ChatGPT. Why pay for this too?
You are paying for two different things. ChatGPT is a tool that does anything — you bring the teaching knowledge. This is the teaching knowledge, already built in.
Keep both. Use this for the work that eats your evenings.
What it doesn’t do
It doesn’t teach the class. It can’t see your room, doesn’t know that Thursday group is tired, and won’t tell you what to do next week. That is yours.
It is also not a slide maker, and not a folder of worksheets. It is a lesson — and you can change any part of it, print it, and take it with you.
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