Lesson plan
LESSON: Module 1 Lesson 5 School:
Present Perfect, Past Perfect.
Date: Teacher’s name:
CLASS: Number present: absent:
Learning objectives 9.C9 use imagination to express thoughts, ideas, experiences and feelings
that this lesson is 9.L5 recognize the attitude or opinion of the speaker(s) in unsupported
contributing to extended talk on a wide range of general and curricular topics, including
talk on a limited range of unfamiliar topics
9.S6 link comments with flexibility to what others say at sentence and
discourse level in pair, group and whole class exchanges
9.R1 understand the main points in extended texts on a range of
unfamiliar general and
curricular topics
9.W8 spell most high-frequency vocabulary accurately for a wide range of
familiar general and curricular topics on a wide range of familiar general
and curricular topics
9.UE8 use a variety of future active and passive and future continuous
forms on a wide range of familiar general and curricular topics
Lesson objectives All learners will be able to:
use some target language to express some ideas about the development of
the story and link some description and events coherently in their writing
Most learners will be able to:
use a range of target language to express some ideas about the
development of the story and use a range of language to link description
and events coherently in their writing
Some learners will be able to:
use a range of target language to express both general and detailed ideas
about the development of the story and use a range of language to link
description, events and comment coherently in their writing
Previous learning Revise future tense, vocabulary for talking about plot and character
Plan
Planned timings Planned activities Excel Teache
Resources r’s
Beginning the lesson To revise the passive
• Read the theory aloud and explain how we form
the passive voice (the verb 'to be' + past
participle of the main verb).
• Explain that we use the passive to talk about
actions when the person who does the action is
unknown, unimportant or obvious from the
context; when the action is more important than
the person who does it; and in formal situations
(e.g. on signs, etc).
• Give Ss time to complete the sentences with the
passive forms of the verbs in brackets and then
check their answers around the class.
To practise the passive
Give Ss time to rewrite the sentences in the passive and
elicit answers from Ss around the class. Tell Ss to omit
the agent where it is unnecessary.
Main
Activities To present the future continuous and the
future perfect
• Explain that we form the future continuous with personal pronoun +
will/won't + be + verb+-ing. Explain that we use this tense to talk
about an action in progress at a specific time in the future.
• Explain that we form the future perfect with will have + past
participle. Explain that we use this tense to talk about an action that
will have finished before a stated time in the future.
• Ask Ss to read the theory and explain any points Ss are unsure of
then give them time to complete the sentences with the correct form
of the verb in brackets.
• Check Ss' answers.
Ending the Rewrite the sentences passive form in Ss notebook
lesson
Additional information
Differentiation – how do you plan to Assessment – how are you planning to check Cross-
give more support? How do you plan learners’ learning? curricular links
to challenge the more able learners? Health and
safety check
ICT links
provide support for less able learners in oral speculation of story outcome monitor cross-
through sentence starters in their use of linkers for delayed feedback to whole curricular
written task class on board links:
languages
encourage more able learners to take in pieces of extended writing
include description and comment in
their speculative narrative as well as
details of place and events.
Reflection Answer the most relevant questions from the box on the le
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?