Lesson plan. LESSON: Module 1 Lesson 3. Use of English 1b Present and Past. Lesson objectiv1bes. Planned activities. Excel Resources

LESSON: Module 1 Lesson 3

Use of English 1b Present and Past

School:

Date:

Teacher’s name:

CLASS:

Number present:

absent:

9. C8 develop intercultural awareness through reading and discussion

9. L2 understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics

9. S3 explain and justify their own and others’ point of view on a range of general and

curricular topics

9. R4 read a wide range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics

9. W3 write with grammatical accuracy on a range of familiar general and curricular topics 9. W6 write coherently at text level using a variety of connectors on a wide range of familiar general and curricular topics

9. UE5 use a wide variety of question types on a wide range of familiar general and curricular topics

Lesson objectiv1bes

All learners will be able to:

identify some specific information and key ideas from the text and use some target vocabulary to recount some main points from the story

Most learners will be able to:

identify most specific information and some key ideas from the text and use a range of target vocabulary to recount some main points from the story

Some learners will be able to:

identify most specific information and key ideas from the text and use a range of target vocabulary to recount the main points and some detailed ideas from the story

character and plot vocabulary from previous section

Plan

Planned activities

Excel Resources

1. То revise the present simple, the present continuous, the past simple and the past continuous

• Ask Ss to read the examples in the box and then identify the verb forms in each one.

• Then give Ss time to read through the uses (a-j) and match them to the examples (1-10).

• Check Ss' answers.

Main Activities

2. To present/revise the present perfect and

the past perfect

• Explain that we use the present perfect to talk about actions that happened at an unstated time in the past and for experiences.

• Explain that we form the present perfect with have/has (not) + the past participle of the main verb.

• Explain that we use the past perfect to talk about an action which happened in the past with a visible result in the past and for an action which happened in the past before another past action.

Explain that we form the past perfect with had (not)

To present and practise prepositional phrases

• Give Ss time to complete the sentences using their dictionaries to check.

• Check Ss' answers.

To summarise a text

• Go through the Study Skills box and then give Ss time to read the text in Ex. 2 again, make notes and prepare a summary.

• Check Ss' answers by asking various Ss to read their summaries aloud.

• Alternatively, assign the task as HW and check Ss' answers in the next lesson.

• and the past participle of the main verb.

• Ask Ss to read the theory.

• Explain the task and then give them time to use the phrases in brackets to make sentences following the example.

To practise new vocabulary

Explain the task. Allow Ss some time to fill in the gaps. Check Ss’ answers.

To express an opinion

Ask Ss to discuss the questions in pairs.   Monitor the activity around the class and then ask various Ss to tell the class.

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

provide support for less able learners in recounting task in the form of a plot line template

use thumbs up and down technique and follow-up questioning to check learner comprehension

cross-curricular links: languages [world literature]

challenge more able learners to explain connections between different elements in the story when recounting

monitor learner language for accuracy in opinion feedback task and ask other learners to peer correct errors

LESSON: Module 1 Lesson 4

Use of English 1b “Present Perfect, Past Perfect. Passive Voice”

School:

Date:

Teacher’s name:

CLASS:

Number present:

absent:

9. C9 use imagination to express thoughts, ideas, experiences and feelings

9. L5 recognize the attitude or opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics

9. S6 link comments with flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges

9. R1 understand the main points in extended texts on a range of unfamiliar general and

curricular topics

9. W8 spell most high-frequency vocabulary accurately for a wide range of familiar general and curricular topics on a wide range of familiar general and curricular topics

9. UE8 use a variety of future active and passive and future continuous forms on a wide range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

use some target language to express some ideas about the development of the story and link some description and events coherently in their writing

Most learners will be able to:

use a range of target language to express some ideas about the development of the story and use a range of language to link description and events coherently in their writing

Some learners will be able to:

use a range of target language to express both general and detailed ideas about the development of the story and use a range of language to link description, events and comment coherently in their writing

Revise future tense, vocabulary for talking about plot and character

Plan

Planned activities

Excel Resources

To revise the passive

• Read the theory aloud and explain how we form the passive voice (the verb 'to be' + past participle of the main verb).

• Explain that we use the passive to talk about actions when the person who does the action is unknown, unimportant or obvious from the context; when the action is more important than the person who does it; and in formal situations (e. g. on signs, etc).

• Give Ss time to complete the sentences with the passive forms of the verbs in brackets and then check their answers around the class.

To practise the passive

Give Ss time to rewrite the sentences in the passive and elicit answers from Ss around the class. Tell Ss to omit the agent where it is unnecessary.

To present the future continuous and the future perfect

• Explain that we form the future continuous with personal pronoun + will/won't + be + verb+-ing. Explain that we use this tense to talk about an action in progress at a specific time in the future.

• Explain that we form the future perfect with will have + past participle. Explain that we use this tense to talk about an action that will have finished before a stated time in the future.

• Ask Ss to read the theory and explain any points Ss are unsure of then give them time to complete the sentences with the correct form of the verb in brackets.

• Check Ss' answers.

Rewrite the sentences passive form in Ss notebook

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

provide support for less able learners through sentence starters in their written task

in oral speculation of story outcome monitor use of linkers for delayed feedback to whole class on board

cross-curricular links: languages [world literature]

encourage more able learners to include description and comment in their speculative narrative as well as details of place and events.

take in pieces of extended writing