lesson plan

1. MS1A GRAMMAR: This is an MS1A grammar lesson in which students Describe their own and someone else’s
daily routines using correct affirmative forms of present simple. They also Ask other students about their daily
routines using correct present simple question forms.
LESSON PLAN MS1A GRAMMAR
Lesson focus:
Which skill(s) will the students mainly practise during this lesson? (speaking, listening, reading, writing).
 Speaking, listening
Which aspects of language will students focus on? e.g. vocabulary (words, phrases, idioms, etc.),
pronunciation (phonemes, intonation, etc.), functions (polite requests, apologizing, etc.), grammar
point(s), etc.
 Grammar (present simple), vocabulary, functions (providing personal information)
Is there an aspect of culture that needs to be clarified? If so, what is it?
 No
Objective: Students Will Be Able To….
 Describe their own and someone else’s daily routines using correct affirmative forms of present simple.
 Ask other students about their daily routines using correct present simple question forms.
Competencies: Which competencies in the AEF are you working toward or plan for the learners to
achieve today? (They should be adapted from the AEF to reflect the specifics of your lesson.)
Can relate personal details(daily routine):
 in routine, concrete situations
 using very basic words and phrases
Can use:
 A few very simple grammatical structures ( affirmative and question form of present simple)
 Memorized sentence patterns
 With limited control
When and how will I check my students’ progress toward the objective(s)?
 I can hear them correctly using (and pronouncing) new vocabulary and grammar.
 I can hear them correctly describing their routines using the present simple.
 I can hear them correctly asking correct questions about personal routines.
Required materials and/or resources:
 Textbook MS1A Pg. 92
 Board and chalk or markers
 Exit ticket ( there are three exit tickets on the original; cut into strips when copying and make enough for
each student)
Personal Goals: What aspect of my teaching am I trying to improve? Which teacher competency is this
related to?
 The teacher provides a balance of activities that focus sometimes on accuracy, sometimes on fluency.
 The teacher makes students aware of differences in verb forms, especially drawing attention to difference
between first, second and third person singular use.

2. Time
By the end of
the stage,SWBAT
Rationale
(Why do we want
our students to do
this?)
Interaction
Pattern &
VAKT[3]
Procedure Materials
15
min
Review/provide
key vocabulary
for discussing
personal
routine so that
both meaning
and
pronunciation
are clear
The T and Ss
need to find
out how
much Ss
already
know, and
get them
ready for the
next task
T-Ss
Ss-Ss
VA
T writes on board: “What are the
things you do every day?” T provides
example on board( “ eat breakfast”)
T asks Ss to think of two activities
that they do every day
Class shares ideas in whole group; T
writes on board and draws picture
depicting action next to each (list should
include: get up, have breakfast, go to
school, practise sport, leave home, have
dinner, go to bed).
 T models pronunciation of each
 Ss practise chorally and then in pairs
Board and
chalk or
markers
15
min
- Demonstrate
ability to form
correct
affirmative
present simple
sentences and
questions in
first and second
person singular
to describe
daily routine.
-Peer teach to
help their and
other Ss learn
Ss need
repetition
and practice
to
internalize
new
grammar
structure
T-Ss
T-S
Ss-Ss
VA
T points to verb “get up” from list
on board and write a complete sentence:
“Every Saturday, I get up at 6:00 a.m.” T
says sentence aloud, asks Ss to repeat
chorally.
T elicits other complete sentences,
models and drills chorally for remaining
verbs, and then writes the sentences on
the board
T asks Ss to open to textbook Pg. 92
and complete table at bottom of page (tell
Ss that using adverbs of frequency as
introduced at top of page is optional)
Ss complete exercise with a partner
 Quick check of answers
Board and
chalk or
markers
Textbook
Pg 92
15
min
-Ask and
answer
questions about
other students’
routines using
third person
singular form of
present simple
Ss need an
opportunity
to distinguish
among
conjugations
in present
simple
S-T
T-S
VA
T writes on board “What time does
Mohammed get up on Fridays?” T should
use actual student as example) ; one S
provides answer
T writes answer on board
“Mohammed gets up at____on Fridays.”
T asks Ss to see if they notice a
difference in verb form, both auxiliary in
question form and ending in affirmative
form
Once differences for third person are
clear to group, T asks Ss to find a new
partner and share information about
previous partner using 3rd person singular
Ss share some responses in whole group
Board and
chalk or
markers
5min -Reflect on
what they have
learned in
today’s lesson
Ss need time
to process
what they
have learned
so that new
language is
internalized
and begin to
transfer oral
competency
with
grammar
structure to
reading and
writing
modalities
T-Ss
VAKT
Exit ticket: T explains to Ss that in order
to leave the classroom today, they need to
write the correct answers to two questions
T can either give Ss these “ exit
tickets” as photocopies or have the Ss
write the questions from the exit ticket
handout on a piece of paper from their
notebooks
T collects tickets from Ss as they
leave: If answers are correct, S may go; if
answers are incorrect, S must return to
desk, make changes, and resubmit
Homework could be for Ss to
complete exercise d. on textbook Pg.93;
follow-up or warm-up in next lesson could
be exercise b. Pg.93