Lesson plan

LESSON: Module 2 Lesson 4 School: №50

Date: Teacher name: Nurahmetov S.N
CLASS: Number present: absent:
Learning 6.3.6.1- communicate meaning clearly at sentence and discourse level during,
objectives(s) pair, group and whole class exchanges;
that this lesson 6.6.5.1 - use questions including questions with whose, how often, how long and
is contributing a growing range of tag questions on a growing range of familiar general and
to curricular topics;
6.1.1.1- use speaking and listening skills to solve problems creatively and
cooperatively in groups;
6.4.2.1 - understand independently specific information and detail in short,
simple texts on a limited range of general and curricular topics;
6.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a
limited range of general topics, and some curricular topics;
6.5.3.1 -write with some support about personal feelings and opinion on a limited
range of familiar general and curricular topics;
6.2.1.1- understand a longer sequence of supported classroom instructions;
6.5.8.1- spell most high-frequency vocabulary accurately for a limited range of
familiar general topics and some curricular topics
6.5.2.1 - write with some support about real and imaginary past events, activities
and experiences on a limited range of familiar general topics and some curricular
topics;
Lesson All learners will be able to:
objectives use and pronounce some target language accurately in response to prompts and in
controlled tasks with support
Most learners will be able to:
use and pronounce most target structures accurately in response to prompts and
in controlled tasks with support
Some learners will be able to:
use and pronounce most target structures accurately in response to prompts and
in controlled tasks with little support
Previous
vocabulary for appearance / describing character
learning
Plan
Planned Planned activities Excel Teacher
timings Resources Notes
Beginning the To present grammar for appearance
lesson Ss close their books. Present the Past Simple. Say, then
write
6.3.6.1 on the board: I worked hard yesterday. Underline
6.1.1.1 worked and explain that this verb is in the past simple.
Point to a S and say: You worked hard yesterday. Then
write it on the board. Point to a male S and say: He
worked hard yesterday. Then write it on the board.
Present the other persons in the same way. Elicit that the
verb is the same in all
Main Activities To present the Past Simple
persons. Explain/Elicit the spelling rules of the past
6.6.5.1 simple for
6.2.1.1 regular verbs by writing the verbs work, love, play,
study, travel and their past simple forms on the board:
work – worked (most verbs take -ed to form their past
simple form), love – loved (verbs ending in -e add -d),
study – studied (verbs ending in consonant +y lose y
and take -ied), play – played (verbs ending in a vowel
+y add -ed), travel – travelled (verbs ending in vowel
+ l, p, k, b, etc double the consonant and add -ed).
To practise the Past Simple
6.4.2.1 Explain the task and allow Ss some time to complete it
in their notebooks.
Check Ss’ answers by playing the recording. Check
correct spelling on the board.

To pronounce /t/, /d/, /Id/ (Past Simple verb endings)

Play the recording with pauses for Ss to repeat chorally
6.5.8.1 or individually.
Ss copy the table into their notebooks.
Play the recording again. Ss listen and tick the correct
sounds. Check Ss’ answers, then elicit more words with
the same sounds

6.5.2.1 To practise using the Past Simple affirmative

Allow Ss some time to complete the task and then check
Ss’ answers. Elicit which verbs are regular/irregular.

To practise using the Past Simple negative

6.5.2.1 Explain the task and read out the example.
Ss do the task. Check Ss’ answers.
Ending the Monitor the activity around the class and check Ss
lesson answers
6.1.1.1
monitor less able groups in controlled monitor pair sentence Being a hero
tasks and provide support through completion tasks and encourage
further modelling and drilling learners to give feedback to
each other onanswers
provide extra challenge by getting check pronunciation in whole
more able learners to use short class feedback and remodel/drill
answers ‘yes I did/no I didn’t’ by use of endings -d/-ed and
asking them to confirm answers given contractions where necessary
by others.

Reflection Answer the most relevant questions from the box on

the left about your lesson.
Were the lesson objectives/learning
objectives realistic?

Did I stick to timings?

What changes did I make from my plan

and why?