Present Perfect and Past Simple. There is / There are

Teacher name: Kaliyeva K.

Kalzhanova D.

Ormantayeva G.

Pusyrmanova K.

Zhumadilova M.

Pussyrmanova K.

Date: 04.06.2026

Grade: 5-8

Number present:

absent:

Lesson title

Present Perfect and Past Simple. There is / There are

Learning objectives

use a range of present perfect and past simple forms on a growing range of familiar general and curricular topics.

use independently appropriate punctuation and layout in written work at text level on a range of general and curricular topics.

explain and justify their own point of view on a range of general and curricular topics.

plan, write, edit and proofread work at text level with little support on a range of general and curricular topics.

Lesson objectives

Learners will be able to:

use Present Perfect and Past Simple accurately in oral and written communication;

use there is / there are to describe places and experiences;

explain and justify their opinions;

write, edit and proofread a coherent text using appropriate punctuation and layout.

Value links

Respect, Responsibility, Lifelong Learning

Students develop communication skills, respect different opinions and take responsibility for their own learning.

Assessment criteria

Learners can:

• distinguish between Present Perfect and Past Simple;

• use there is / there are correctly;

• explain and justify their point of view;

• write a coherent text with appropriate punctuation and layout;

• edit and proofread written work independently.

Plan

Beginning of the lesson Warming-up 3 min

Organization moment: 1. Greeting learners. 2. Ask about the weather and mood. 3. The teacher introduces the lesson objectives. Warming up Ask learners: - How do you usually ask for help politely? - Is it important to be polite when asking questions?

Learners greet the teacher. Learners answer warm-up questions and share ideas.

Learners participate actively in discussion.

Pictures Worksheet

Pre-learning 7 min

Brainstorming method Write two sentences on the board: 1. Where is the station? 2. Could you tell me where the station is? Ask learners which sentence sounds more polite. Introduce the topic “Indirect Questions”.

Learners compare the sentences and identify polite forms.

Descriptor: - identify polite questions - answer teacher’s questions Total: 1 point

Board Presentation

Middle of the lesson Presentation part 30 min

Ex:1 Explain the rule of indirect questions. Give examples: - Can you tell me where he lives? - Do you know what time it is? Ask learners to repeat and make their own examples. Ex:2 Listening task Learners listen to short dialogues and choose the correct answer. Questions: 1. What information does the speaker ask for? 2. Which question is more polite? Play the recording twice. Ex:3 Pair work Learners transform direct questions into indirect questions. Example: - “Where is the bank?” → “Could you tell me where the bank is?” Ex:4 Speaking In pairs learners role-play situations: - asking for directions; - asking for information at school; - asking for help in a shop. Learners give feedback to each other using phrases: - “Your pronunciation was clear.” - “You used polite language well.” Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Learners listen and complete the task. Learners make indirect questions. Learners practise dialogues in pairs. Learners give feedback to classmates.

Descriptor: - understand indirect questions - make correct indirect questions Total: 2 points Descriptor: - listen for specific information - identify polite expressions Total: 2 points Descriptor: - participate in pair work - give feedback to classmates Total: 2 points

Cards Worksheet Students Book Audio recording

End of the lesson 5 min

Feedback Teacher asks: - What new phrases have you learned today? - Was it easy to use indirect questions? Home task: Write 6 indirect questions using polite expressions.

Learners reflect on the lesson and answer the questions.

Self-assessment

Poster Success