Past Perfect and Past Simple

Daily Lesson Plan (English Department)
Academic Year 2019- 2020
School Al Bayan Secondary School for Girls

Teacher’s Name Day Day 1
Module Module 7 HO2 Date 02/0206/02/2020
Lesson Title Past perfect and past simple Grade- Class 10
Curriculum Standards
Listening Speaking Reading Writing

S1.1
Can communicate with a little
support a personal response R4.1
to real and fictional events Can guess independently the meaning
of unknown words from available clues
S2.3 in longer, more complex texts
Can develop with a little
support a clear argument to R4.2
support their opinions on an Can recognise and use independently
increasing range of familiar key features of a print or digital
topics monolingual dictionary for learners of
English to check meaning and extend
understanding
1
English Department/ Academic Year 2019- 2020
Terminology / Vocabulary / Structures Teaching Tools Learning Resources
Student’s Book
Beast- grab-scared-stiff-treasure-wounded Smart Board Workbook
White Board
Realia Supplementary Data Show
Data Show Learning resources White board
Starter Activity Time

Bell Work
-T asks ss to look at the cartoon and unscramble the letters of the highlighted word (BROKEN). 5 minutes
-She then asks them what it is (PAST PARTCIPLE)and to give examples as well.
Starter
Brain storm
Teacher’s role
-T asks the ss what they did this morning as part of their daily routine. She asks them to play the
Sequencing Activeinspire game to put the following actions into
the correct order.
I put on my school uniform – I checked my bag– I left my

house – I combed my hair– I greeted my friends– I brushed
my teeth – I came to school – I had breakfast – I washed my
face
Students’ Role:
-SStalk about their morning routines today, then they actively participate in the game
2
Teaching & Learning Activities that achieve the competencies

Learning Objectives Teaching Strategies (Teacher’s Role) Learning Strategies (Students’ Role) Formative Time
Assessment
Recognize the use and Activity 1 – Activity 1 – Concept Map
form of Past Perfect Presentation – Controlled Practice Presentation – Controlled Practice
Simple & Past Simple Identify & Recognize Identify & Recognize -What are the 10
through the examples Past Perfect Simple vs Past Simple Past Perfect Simple vs Past Simple differences and Minutes
accurately. Modelling Modelling similarities between
(Pair work) (Pair work) the Past Perfect Simple
& Past Simple?
*T displays a photo on the ppt and asks ss what *Ss look at the displayed photo and guess -> Complete the
might have happened. following Venn
what might have happened. Diagram.
*She slowly reveals the first part of the caption
and asks them to guess what the speaker saw.
Yesterday when I arrived home, I *Then, they read the revealed part of the
couldn’t believe my eyes.
caption and answer the T’s question.
3
*T reveals the rest of the whole caption.
Yesterday when I arrived home, I couldn’t believe my
eyes:
 Someone had broken into my house.

 They had broken the door and the window.
 They had stolen all my money.
 They had broken my TV and my computer.
 They had emptied my drawers. *Ss read the rest of the caption, check their
 They had even torn my books. guesses and answer the rest of the questions.
*She asks the following questions:
-Which things happened first?
-Had those terrible things happened before or
after arriving?
*T shows a diagram to make the situation

clearer. She explains to ss that both actions
happened in the past but one of them
happened earlier.
*She asks them to find the 1st and 2nd actions.
*They look at the diagram, follow the T as she

explains it and ask questions to clarify any
ambiguities before identifying the 1st and 2nd
actions and placing them correctly on the
*T asks the students to read the example timeline.
and answer the questions. (SB P. 88, Ex: A)
*After, T elicits the form of the Past Perfect.
GRAMMAR REFERENCE SECTION SB P. 140
(Inductive grammar learning)

*Ss open their SB P. 88 and do the first task.
4
*They write the rule and refer to the
GRAMMAR REFERENCE SECTION SB P. 140 to
check their answer.
Show understanding of Activity 2- Activity 2- Short Quiz 10

the rules of Past Perfect Show & complete Show & complete Minutes
Simple & Past Simple by Practice Practice
completing a gapped text Semi-controlled Practice Semi-controlled Practice WB/P.76/ Ex B- 1,2,3
appropriately. (Pair work) (Pair work)
*T asks ss to complete the text with the Past * Ss complete the text with the Past
Perfect Simple or the Past Simple form of Perfect Simple or the Past Simple form of
the verbs in brackets. (SB P. 88, Ex: B) the verbs in brackets. (SB P. 88, Ex: B)
*T may provide support to ss if any *They listen carefully to the model

ambiguities are faced, by giving model answers and signal words highlighted by
answers for the first 2 questions. the T.
*T highlights some signal words in the

questions to scaffold their learning.
Fresh ice ---------- (form) around the Nautilus.

We were stuck and the situation was getting
worse. I ---------- (talk) to the other sailors in *Ss clear their doubts through appropriate
the morning but nobody ------------ (have ) questions
any idea about how to escape.
(Scaffolding)
5
Integrate form, meaning Activity 3: Activity 3: Teacher Observation 15
and use of Past Perfect Integrate & compose Integrate & compose Minutes
Simple & Past Simple in Free Practice Free Practice
varied discourse settings. Hands on Activity Hands on Activity
(Group Work) (Group Work)
* Teacher organizes students into

homogeneous groups according to their * Ss are seated into homogeneous groups
ability level (low/ mid/ high) and sets up according to their ability level (low/ mid/
tasks clearly. Checks and ensures that all high) and sets up tasks clearly.
groups understand the procedures for their
tasks. Speaking Ex/SB P.89
Speaking Ex/SB P.89
High Achievers:
-Use as many of the prompts given as
possible to narrate the story to their
partners.
Average achievers:
6
- Use as many of the prompts given as *Ss narrate and actively present their
possible to narrate the story to write the stories in front of the class.
story
Low Achievers:
- Use as many of the prompts given as
possible to narrate the story to write 4
sentences.
Closure Activity Exit cards: Cloudy or Clear
(5 Minutes) - Ss choose cloudy if they had difficulties understanding what’s been taught during this lesson, and clear if they didn’t have any.
Assignments WB/P.76/ Ex B- 4,5,6
Competencies □ Creative and critical thinking
□ Literacy
□ Numeracy
□ Communication
□ Co-operation and participation
□ Inquiry and research
□ Problem-solving
AESN  Have appropriate seating position for teacher observation.

 Break tasks into shorter segments.
 Use a simpler layout for complex tasks.
 Have a peer support.
 Teach cooperative learning techniques.
 Use modern teaching strategies.
 Encourage student to participate in class.
 Have a buddy system (a colleague for further assistance).
 Use modern teaching Strategies.
 Use hands on activities.
7
 Use braille device
 Provide braille copies before each class.
Self-reflection
NPST
Identify the NPST that implemented in the lesson, select from the first four standards as they are relevant to class practices:
1. Plans for Student progress and achievement
2. Engages students and develops them as learners
3. Creates safe, supportive and challenging learning environments
4. Assesses students’ learning and uses assessment data to improve achievement
5. Models high professional standards and engages in continuous professional development
6. Maintains effective partnerships with parents and community
8

Past Perfect and Past Simple

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Daily Lesson Plan (English Department)

Academic Year 2019- 2020

School Al Bayan Secondary School for Girls

Listening Speaking Reading Writing

Starter Activity Time

I put on my school uniform – I checked my bag– I left my

Teaching & Learning Activities that achieve the competencies

 Someone had broken into my house.

*T shows a diagram to make the situation

*They look at the diagram, follow the T as she

(Inductive grammar learning)

Show understanding of Activity 2- Activity 2- Short Quiz 10

T may provide support to ss if any They listen carefully to the model

*T highlights some signal words in the

Fresh ice ---------- (form) around the Nautilus.

* Teacher organizes students into

AESN  Have appropriate seating position for teacher observation.

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