LESSON PLAN FORM 5

DAY Tuesday DATE WEEK LESSON 13

SUBJECT English CLASS TIME 1 hour
Language UNIT 2
Awareness ENGLISH People and Life's Great
FOCUS UNIT THEME TOPIC
(Grammar/ DOWNLOA Culture Mysteries
Vocabulary) D

LANGUAGE & GRAMMAR FOCUS Past simple, past continuous; used to, would, be/get used to
Main Skill: Language Awareness Language Awareness
Main Skill:
This is a grammar-focused lesson so listening, This is a grammar-focused lesson so
CONTENT speaking, reading and writing skills are not LEARNING listening, speaking, reading and
STANDARD explicitly covered STANDARD writing skills are not explicitly
covered

By the end of the lesson, pupils will be able to understand What I’m looking for (WILF)
past simple, past continuous; used to, would, be/get used to 1. Pupils can circle 7 correct words to
by circling 7 correct words to complete 7 sentences, complete 7 sentences.
2. Pupils can complete 18 gap fills in the
completing 18 gap fills in the text, completing 6 gap fills in 6
text.
LEARNING sentences, writing 5 sentences using the correct form of SUCCESS 3. Pupils can complete 6 gap fills in 6
OBJECTIVES be/get used to and circling the correct answers for 6 CRITERIA sentences.
questions. 4. Pupils can write 5 sentences using the
correct form of be/get used to.
5. Pupils can circle the correct answers
for 6 questions.

TEACHING AND LEARNING STRATEGIES

1. Pupils play a short quiz orally with the teacher to review the uses of present simple vs present continuous or
PRE-LESSON revises stative verbs (e.g. hate, like, seem, understand, see, need, believe, imagine, know) which do not usually
take the continuous form.
LESSON 2. Pupils read through the grammar theory.
DEVELOPMENT 3. Pupils look at 9 sentences (from Teacher’s Book page 21) written on the board and as a class, match them with
the uses of the past simple and past continuous tenses in the grammar theory box.
4. Pupils read 2 sentences in Activity 2 and identify which tense is used and why.
5. Pupils discuss answers as a class.
6. Pupils go on to Activity 3 and read the instructions and the 7 sentences.
7. Pupils discuss as a class which clues will help them to choose the correct tense (ex: at seven o’clock yesterday)
or time expressions as well as other clues.
8. Pupils circle 7 correct words to complete 7 sentences.
9. Pupils discuss answers in groups of 3 or 4 before discussing as a class.
10. Pupils move on to Activity 4 and read through the text once without writing their answers.
11. Pupils identify any clues that will help them to choose the correct answers.
12. Pupils use either past simple or the past continuous to complete 18 gap fills in the text.
13. Pupils discuss the answers as a class.
14. Pupils now revise the difference in meaning of used to/would and be/get used to something by turning to page
23 and read the grammar theory.
15. Pupils work individually to match 3 sentences in Activity 2 to their meaning.
16. Pupils discuss the answers as a class.
17. Pupils read the instructions and 6 sentences in Activity 3 to clarify any difficult vocab with the teacher.
18. Pupils complete 6 gap fills in 6 sentences using the correct form of “used to” and the verbs in brackets and
identify which of the sentences in Activity 3 is also possible to use “would”.
19. Pupils discuss their answers in small groups before discussing as a class.
1
 20. If there is sufficient time, pupils proceed to Activity 4 and read the 5 situations about The Smiths.
21. Pupils write 5 sentences using the correct form of be/get used to.
22. Pupils go on to Activity 5 and read the 6 sentences first before answering.
23. Pupils circle the correct answers for 6 questions.
24. Pupils discuss the answers to Activity 4 and Activity 5 as a class.
Differentiated Actvities:
Less proficient pupils: Organise talk partners or grouping so that a more proficient pupil can help and support a less
proficient pupil.
More proficient pupils: Write a paragraph using used to/would/be/get used to. Tell pupils to imagine they have left
Malaysia to live in another country that is very different culturally. Swap paragraphs with a partner to check for any
mistakes of the targeted grammar
25. Pupils review their learning in this lesson by doing the extension activity on p23 in the Teacher’s Book.
POST-LESSON
26. Pupils discuss in pairs before discussing the answers as a class.
DIFFERENTIATION Strategy 2: Differentiate by the task pupils
CROSS CURRICULAR ELEMENTS Language
STRATEGIES are given
M/INTELLIGENCES Verbal-Linguistic ASSESSMENT Individual/Pair work
English Download Textbook, Whiteboard, - 21ST CENTURY TEACHING &
RESOURCES Think, Pair-Share
- LEARNING

PBD Not Applicable LEARNING DOMAIN Apply

____ /
REFLECTION ATTENDANCE
____

NOTE