Present Perfect. Regular and irregular verbs

Term 1

Unit 2 "Daily life and shopping"

School:

Date: ___. ___.2018

Teacher’s name:

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

Present perfect: regular and irregular verbs

Learning objectives(s) that this lesson is contributing to

8.C6 organise and present information clearly to others.

8.UE7 use a variety of simple perfect forms to express recent, indefinite and unfinished past on a range of familiar general and curricular topics.

Lesson objectives

All learners will be able to:

• recognize regular and irregular past participles.

Most learners will be able to:

• identify use of the present perfect in a conversation.

Some learners will be able to:

• apply the present perfect in a discussion.

Value links

Technology literacy.

Cross curricular links

Information technology.

Previous learning

Virtual world, online computer games and Internet addiction.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Learners share and compare internet usage in Kazakhstan and other cultures.

Health and Safety

Breaks and physical activities used.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm up.

Ex.1 p.23. Brainstorming.

At the beginning of a topic learners create a grid with three columns – what they know; what they want to know; what they have learned. They start by brainstorming and filling in the first two columns and then return to the third at the end of the unit.

Answers:

Regular: join-joined, ruin-ruined.

Irregular: buy-bought, sleep-slept, eat-eaten, be-been, spend-spent.

Main Activities

Ex.2 p.23. Classifying verbs.

Answers:

Regular: stay-stayed, design-designed, play-played, visit-visited.

Irregular: have-had, find-found, sell-sold, write-written, speak-spoken, put-put, go-been/gone, make-made.

Ex.3 p.23. Ticking off items.

Answers:

Ex.4 p.23. Creative exercise.

Ex.5 p.23. Speaking in a form of interview.

Extra task. Writing practice.

CD

CD

Ending the lesson

Giving the hometask. WB p.17.

Self-assessment.

KWL

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.

Assessment criteria:

1. Demonstrate an ability to organize and express ideas clearly.

2. Form simple perfect forms for recent, indefinite and unfinished past actions.

Descriptor:

A learner:

• selects useful information and plans the answer.

• uses the simple perfect forms accurately.

• Observation

• Feedback on the work

• Self-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas