LESSON 57
WEEK/LESSON NO. 26 FORM 4 Fikrah
(Language Awareness 9)
SUBJECT English DATE / DAY 29.9.22 Thursday
UNIT 5 TIME 9.05-10.25
TOPIC Globetrotting Duration 80 minutes
People and culture
THEME
MAIN SKILL Language Awareness CROSS-CURRICULAR ELEMENTS Global Sustainability
21ST CENTURY LEARNING Choose an item. LANGUAGE/GRAMMAR past perfect simple / past perfect
TECHNIQUE(S) FOCUS: continuous
CONTENT STANDARD(S)
This is a grammar-focused lesson so listening, speaking, reading and writing skills are not explicitly covered
LEARNING STANDARD(S)
This is a grammar-focused lesson so listening, speaking, reading and writing skills are not explicitly covered
LEARNING OBJECTIVE(S)
By the end of the lesson, pupils should be able to:
Revise Past Perfect Simple and Past Perfect Continuous and complete three sentences with the correct tenses.
Complete a table with nouns that refer to people with the correct suffixes.
Full Blast Plus 4
FORMATIVE ASSESSMENT TECHNIQUE(S) Choose an item. MATERIAL(S) Student’s Book p69-70
Teacher’s Book p69-70
ACTIVITIES
Write sentences on the board in the past perfect simple and the past perfect continuous.
Ask pupils to work with their talk partner(s) and: say which verb form has been used; why has it been used; and come
PRE-LESSON
up with another example using the same tense for the same reason.
When ready collect answers onto the board.
LESSON 1)
DEVELOPMENT Ask pupils to read through the first example in the grammar.
Draw pupils’ attention to the verbs in the sentence (allowed, had spoken) and ask them to tell you which action
happened first and which followed.
Elicit the answer that the trekker spoke to the chief first and then they allowed him to enter the village. Explain to
pupils that the action that happened first is usually in the Past Perfect Simple and the action that followed is in the
Past Simple.
Refer pupils to the Grammar Reference (p. 163).
Ask pupils to Come up with their own examples.
Tell pupils to find examples of the Past Perfect Simple in the text (...had estimated... ..had completely cleared them
away... no one had achieved anything...).
Ask pupils to read through the second example in the grammar box.
Draw pupils’ attention to the verb in bold and ask them what they notice about the formation of the Past Perfect
Continuous (had been + the main verb with -ing)
Ask pupils to tell you when they think the tense is used.
Elicit the answer that we use the Past Perfect Continuous to show the duration of an action that had been in progress
up to a moment in the past or before another past event (By the time the bus arrived).
Make sure that pupils can distinguish between the two actions in the second example in the Grammar box.
Refer pupils to the Grammar Reference (p. 163).
Ask pupils to come up with their own examples.
Tell pupils to find an example of this tense in the text (...he had been walking continuously...).
Have pupils do the activity below the grammar box.
Check the answers with the class. (Student’s book p69 – Grammar)
2)
Draw pupils’ attention to the table and explain to them that we use the suffixes -er, -or and -ist to form nouns that
refer to people.
Ask pupils to read through the words in the box and check understanding.
Give pupils some time to do the activity.
Check the answers with the class and provide pupils with any necessary explanations concerning the formation of the
nouns.
Ask pupils if they can think of more nouns that refer to people using the suffixes -e, -or and -ist (e.g. driver. designer,
creator, editor, physicist, journalist, etc.).
Elicit answers. (Student’s book p70 – Activity A)
3)
Ask pupils to read through each set of sentences and the given words.
Have pupils do the activity.
Check the answers with the class and provide pupils with any necessary explanations.
(Student’s book p70 – Activity B)
Play a game to revise the perfect tense.
Divide the class into 2-4 groups (depending on size of class) Put a verb on the board.
The pupils must come up with a sentence using the verb in the past perfect tense.
POST-LESSON
The first group to do so gets a point but only if the sentence is grammatically correct and makes sense.
Continue with another verb – after a few turns ask for a sentence using the past perfect continuous.
The group with the most points wins.
By amount of teacher’s support:
Low-proficiency pupils
DIFFERENTIATIO
- pupils complete the tasks(s) with teacher’s guidance
N
High-proficiency pupils
- pupils complete the tasks(s) on their own
TEACHER’S _____ out of ______ pupils achieved the learning objectives.
REFLECTION _____ pupils were given remedial treatment.
