LESSON 34
WEEK/LESSON NO. FORM 4 Bestari
(Language Awareness 6)
SUBJECT English DATE / DAY
UNIT 3 TIME
TOPIC Buy it! Duration
Consumerism and financial awareness
THEME
MAIN SKILL Language Awareness CROSS-CURRICULAR ELEMENTS Financial Education
21ST CENTURY LEARNING LANGUAGE/GRAMMAR present perfect simple and present
TECHNIQUE(S) FOCUS: perfect 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 Simple, Present Perfect Simple and Present Continuous and complete four dialogues with the correct tenses.
Read 11 sentences and match the phrasal verbs in the sentences with their meaning.
Full Blast Plus 4
FORMATIVE ASSESSMENT TECHNIQUE(S) Choose an item. MATERIAL(S) Student’s Book p45-46
Teacher’s Book p45-46
ACTIVITIES
Write sentences on the board in the present perfect simple and the present 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
PRE-LESSON come up with another example using the same tense for the same reason.
When ready collect answers onto the board – encourage the rest of the class to say if they agree or disagree with the
explanations given.
LESSON 1)
DEVELOPMENT Ask pupils to read the example in the grammar box.
Draw pupils' attention to the verbs in bold and ask them what the difference between the Present Perfect Simple and
the Past Simple is.
Refer pupils to the Grammar Reference (p. 161.).
Refer pupils to the reading text and ask them to find examples of the two tenses (Have you ever wandered into. Have
you ever noticed that.,..We walked..).
Expose pupils to Present Perfect Simple Present Perfect Continuous
Ask pupils to read the examples in the grammar box.
Draw pupils' attention to the verbs in bold and ask them what the difference between the Present Perfect Simple and
the Present Perfect Continuous is.
Refer pupils to the Grammar Reference (pp. 161-162).
Point out to pupils that the verbs live and work can be used in the Present Perfect Simple or the Present Perfect
Continuous with no difference in meaning.
Point out to pupils that the verbs have (=own) and know are used in the Present Perfect Simple to express duration.
Refer pupils to the reading text and ask them to find examples of the Present Perfect Continuous (..customers have
been moving everything around?, Retailers have been using different techniques...).
Ask pupils to read through the dialogues below the grammar box and do the activity.
Check the answers with the class. Check the answers with the class. (Student’s book p45 - Grammar)
2)
Ask pupils what a phrasal verb is and elicit examples of phrasal verbs they already know.
Refer pupils to the reading text on page 44 and ask them to find examples of phrasal verbs in it (put off, get away
with).
Draw pupils’ attention to the phrasal verbs put off and get away with and explain how phrasal verbs take on a
different meaning from the meaning of the verb and the adverb/ preposition they include.
Draw pupils' attention to the NOTE and explain it.
Ask pupils to read through the sentences 1-6 and draw their attention to the phrasal verbs in bold.
Ask pupils to read through the meanings a-f and check understanding.
Have pupils do the activity.
Check the answers with the class. (Student’s book p46 – Phrasal verbs: ‘put’)
3)
Phrasal verbs: 'get’
Ask pupils to read through the sentences 1-5 and draw their attention to the phrasal verbs in bold.
Ask pupils to read through the meanings a-e and check understanding.
Have pupils do the activity.
Check the answers with the class. If necessary, provide pupils with any further explanations (e.g. get round to +-ing
form (gerund) / it).
Ask pupils to write their own example sentences for each of the phrasal verbs with get presented here.
(Student’s book p46 – Phrasal verbs: ‘get’)
Play a game to revise the perfect tense.
Have a list of words commonly used with the perfect (see list in the materials column). Divide the class into 2-4
groups (depending on size of class) Put one of the words on the board.
POST-LESSON
The pupils must come up with a sentence using the present perfect and the word on the board. The first group to do
so gets a point but only if the sentence is grammatically correct.
Continue with another word from the list. 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.