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Lesson Plan 34 Week 21

This lesson plan focuses on grammar, specifically revising the present perfect simple and present perfect continuous tenses. It includes activities for students to complete examples using these tenses and to match phrasal verbs with their meanings from sentences.

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27 views

Lesson Plan 34 Week 21

This lesson plan focuses on grammar, specifically revising the present perfect simple and present perfect continuous tenses. It includes activities for students to complete examples using these tenses and to match phrasal verbs with their meanings from sentences.

Uploaded by

She's Amalina
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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LESSON PLAN FORM 4

DAY DATE WEEK LESSON 34


SUBJECT English CLASS TIME

Language Awareness Consumerism and


(Grammar/ THEME financial
FOCUS UNIT 3 TOPIC Buy it!
Vocabulary) awareness

LANGUAGE & GRAMMAR FOCUS present perfect simple and present perfect continuous
Main: This is a grammar focused lesson so Main: This is a grammar-
CONTENT listening, speaking, reading and writing skills are LEARNING focused lesson so listening,
STANDARD not explicitly covered. STANDARD speaking, reading and writing
skills are not explicitly covered
By the end of the lesson, pupils should be able to: What I’m looking for (WILF)

1. Revise Past Simple, Present Perfect Simple and Present 1. Students Revise Past Simple,
LEARNING Continuous and complete four dialogues with the SUCCESS
Present Perfect Simple and Present
OBJECTIVES CRITERIA
correct tenses. Continuous and complete four
2. Read 11 sentences and match the phrasal verbs in the dialogues
sentences with their meaning.
TEACHING AND LEARNING STRATEGIES
 Teacher writes sentences on the board in the present perfect simple and the present perfect continuous.
 Teacher asks pupils to work with their talk partner(s) and: say which verb form has been used; why has it
PRE-LESSON been used; and come up with another example using the same tense for the same reason.
 Teacher collect answers onto the board – encourage the rest of the class to say if they agree or disagree
with the explanations given.
LESSON 1)
DEVELOPMENT
 Teacher asks pupils to read the example in the grammar box.
 Teacher draw pupils' attention to the verbs in bold and ask them what the difference between the Present
Perfect Simple and the Past Simple is.
 Teacher asks pupils refer to the Grammar Reference (p. 161.).
 Teacher asks pupils to refer the reading text and asks them to find examples of the two tenses (Have you
ever wandered into. Have you ever noticed that.,..We walked..).
 Teacher exposes pupils to Present Perfect Simple Present Perfect Continuous
 Teacher asks pupils to read the examples in the grammar box.
 Teacher draw pupils' attention to the verbs in bold and ask them what the difference between the Present
Perfect Simple and the Present Perfect Continuous is.
 Teacher asks pupils refer to the Grammar Reference (pp. 161-162).
 Teacher Point out to pupils that the verbs live and work can be used in the Present Perfect Simple or the
Present Perfect Continuous with no difference in meaning.
 Teacher Point out to pupils that the verbs have (=own) and know are used in the Present Perfect Simple to
express duration.
 Teacher asks pupils to refer to reading text and ask them to find examples of the Present Perfect
Continuous (..customers have been moving everything around?, Retailers have been using different
techniques...).
 Teacher asks pupils to read through the dialogues below the grammar box and do the activity.
 Teacher discusses the answers with the class. Check the answers with the class.
(Student’s book p45 - Grammar)
2)

 Teacher asks pupils what a phrasal verb is and elicits examples of phrasal verbs they already know.
 Teacher asks pupils to refer to the reading text on page 44 and asks them to find examples of phrasal verbs
in it (put off, get away with).
 Teacher draws pupils’ attention to the phrasal verbs put off and get away with and explain how phrasal
verbs take on a different meaning from the meaning of the verb and the adverb/ preposition they include.
 Teacher draws pupils’ attention to the NOTE and explains it.
 Teacher asks pupils to read through the sentences 1-6 and draw their attention to the phrasal verbs in bold.
 Teacher asks pupils to read through the meanings a-f and check understanding.
 Teacher makes pupils do the activity.
 Teacher checks the answers with the class.
(Student’s book p46 – Phrasal verbs: ‘put’)
3)

 Phrasal verbs: 'get’


 Teacher asks pupils to read through the sentences 1-5 and draw their attention to the phrasal verbs in bold.
 Teacher asks pupils to read through the meanings a-e and check understanding.
 Teacher aks pupils do the activity.
 Teacher discusses the answers with the class. If necessary, provide pupils with any further explanations
(e.g. get round to +-ing form (gerund) / it).
 Teacher askspupils to write their own example sentences for each of the phrasal verbs with get presented
here.
(Student’s book p46 – Phrasal verbs: ‘get’)
POST-LESSON  Teacher asks questions and initiate a short discussion of what they have learnt in today’s lesson
DIFFERENTIATION Strategy 1: Differentiate by instruction and
CROSS CURRICULAR ELEMENTS Financial Education
STRATEGIES feedback
Others (Pls
Verbal-Linguistic ASSESSMENT Discussion
specify):
21ST CENTURY TEACHING &
RESOURCES English Download Textbook, Whiteboard. Problem Solving
LEARNING
PBD LEARNING DOMAIN Analyse
_____ out of ______ pupils achieved the learning objectives.
____ /
REFLECTION _____ pupils were given remedial treatment. ATTENDANCE
____

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