Lesson Plan – Tuesday 8 December, 2020 – Core – Elementary level 2

Students: Jhon, Karol, Issac

Time: 9:30-12:45

Lesson objectives:

Grammar: Past simple regular and irregular

Vocabulary: places and objects in a house

Lesson Aims:

By the end of the lesson, students will have…

1. revised/reviewed past simple forms (regular and irregular)

2. practiced asking questions and answering using past simple with a role play activity

3. discovered new vocabulary related to places in a house, and common objects found in a house

4. practiced pronunciation of house vocab

Materials:

student workbook p.51 ex 2a,b and 3a

Student book unit 8a and 8b

grammar bank p. 138,139

Vocab bank ‘the house’ p.161 of student book

student book communication p.104 student A, p.108 student B

Communicative activity 8a from teachers book p. 229

Vocabulary activity 8b from teachers book p. 261

PLAN-----

9:30-945 Greet students, morning chit chat while they arrive and settle, attendance

9:45-10 Warmer - “stop the bus”

T gives SS a letter on the WB and students have one minute on the timer to write down as many words
as possible on their own paper starting with that letter. After the one minute is up, students continue
writing and when they think they have the most words, they shout out “stop the bus”. Total the words
and the SS with the most wins the round. (x3 rounds) (letters – O, V, B)

10-10:10 Mark homework – student workbook p.51 ex 2a,b and 3a

Ss check together speaking answers and making sure they have the same before feedback from T

10:10 -10:25 Continue unit 8a from yesterday starting with p.61 ex 4a (grammar: simple past regular
and irregular)

Ss determine if the verbs given(verb1) are regular or irregular. Then indivually write the verb 2 (past
simple) + and – for each of the verbs. Check together s-s before listening to the answers.

T elicit Y/N question and possible wh- question with a couple of the verbs on write on the WB.

10:25-10:45 Elicit existing knowledge of grammar with examples

T-SS elicit past form of ‘be’ + how to make ? and –

Ss write own examples and compare with each other

T then writes base forms on WB ( want, enjoy, arrive, watch, finish) and elicit the past simple and that
they are regular verbs

Ss then chose one of the verbs and write examples of +, -, yn ?, and wh ? in the past simple

Compare together

T writes base form of irregular verbs (go, sleep, come, hear, speak, have) and elicits past simple and that
they are irregular

Ss repeat as before writing examples of +, -, yn? And wh? Then compare together

T writes one of the ss example sentences on the board. T asks ss to add the aux verb CAN into the
example. T elicits past of CAN (could) and the question form (could you… ?)

Ss go to grammar bank p. 138, read and compare own examples. Feedback and Q/A SS-T

Break- 10:45-11pm---

11-11:10 controlled practice grammar bank

Ss on p.139 work together and do ex 1 and 2, same answers, then feedback with T and any remaining Q
and A

11:10 – 11:30 speaking practice ex 5 p.61

Ss to role play a police interview (communication p.104 student A, p.108 student B)

Assign Jhon (who is a former cop) to take the role of sA (the policeman) and karol and Issac as Sb (friends
who are the suspects). SS take a photo of the pages the student book.
Separate students – put karol and issac into the student lounge and keep Jhon in class

Instructions: you have 5 minutes to prepare for the interview.

Jhon – study the police form and prepare questions (be careful with past simple regular and irregular
verbs) Think of a few more possible questions you could ask.

Karol and Issac – work together and prepare your Alibi (elicit meaning)

After 5 mins john interviews each student individually (whilst the other waits in holding cell – student
lounge)

Jhon then decides if the information is the same or different (same = innocent, diff= guilty)

11:30-11:35 feedback

T notes down a couple of examples of any errors for feedback on WB at end of activity and students
correct

1135 – 12:00 speaking practice – Communicative activity 8a from teachers book p. 229

T gives out cut up (vertically) worksheet of question prompts to students. Jhon and Karol = sA and Issac =
sB (give out once square each at this point)

Put example of prompt up on the board THIS MORNING “what time/get up?” and elicit the question
(what time did you get up this morning.

Ss then spend 5 minutes reading their prompts and preparing the questions they will ask for their 6
questions (write down full question)

Ss then ask questions and answer (sA-sB /sB-sA)

Hand out the next set of questions. This time ss have 3 mins to prepare without writing before they
speak.

Ss ask and answer

Repeat with last set of questions

12:00 – 12:05 lead in to unit 8b

WB “Imagine you want to rent an apartment in Calgary. What things are important for you? E.g. location
rent etc..”

How would you look for the apartment

Ss discuss

12:05—12:15 pre vocab activity

Show the advertisement for the hou8se for rent on p.62 ss book
Q’s 1a,b,c ss discuss together then feedback Q1c with T

12:15-12:30 vocabulary – “the house”

Display snipped image of the house pictured on p.161 of student book. (without labels)

Ss to work together and write down the words for as many of the numbered objects and places as
possible (leave blank or quess the unknown ones)

Reveal the lexis that they must match and compare their answers to the words given. Then match the
ones they missed and feedback and drill pronunciation of difficult words

1230-1240 – vocab activity 8b p.260 teacherbook

Handout a copy to each student. Ss race to write down the object and circle the correct article

Feedback answers, check pron or any definitions that were difficult

1240-1245 – set homework and wrap up with what they have learnt today

Homework: Student workbook page 50, p52-53 ex 2