LESSON 8

WEEK/LESSON NO. FORM 4 Bestari

(Language Awareness 2)
SUBJECT English DATE / DAY
UNIT 1 TIME
TOPIC Let’s Chat Duration
Science and Technology
THEME
MAIN SKILL Language Awareness CROSS-CURRICULAR ELEMENTS Information and Communications
Technology
21ST CENTURY LEARNING LANGUAGE/GRAMMAR Past simple, used to, be used to;
TECHNIQUE(S) FOCUS: use of suffixes
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, used to and be/get used to and answer eight questions using the correct tenses.
 Match eight verbs with their definitions.
Full Blast Plus 4
FORMATIVE ASSESSMENT TECHNIQUE(S) Choose an item. MATERIAL(S) Student’s Book p15-16
Teacher’s Book p15-16
ACTIVITIES
 Ask pupils to talk in small groups about habits they had in the past but don’t have now, and habits that they have
now.
PRE-LESSON  Collect the ideas from the class and write some good examples on the board which will illustrate the difference
between ‘used to’ (I used to write on the walls but now I don’t) and ‘being used to’ (she is used to having a glass of
water before bedtime). Introduce ‘used to’ and ‘be/get used to.
1)
 Ask pupils to read through the examples of the Past Simple in the grammar box and check their previous knowledge
of the tense.
 Refer pupils to the Grammar Reference (p. 158).
 Ask pupils to find examples of the Past Simple in the text (e.g. invented, was, weighed, complained, became, etc.).
 Ask pupils to come up with their own sentences practicing the tense.
 Ask pupils to read through the examples of used to in the grammar box and check their previous knowledge of its
use.
 Refer pupils to the Grammar Reference (p. 158).
 Ask pupils to find examples of used to in the text (...people used to buy them like crazy).
 Ask pupils to come up with their own sentences practicing the structure used to.
 Ask pupils to read through the example sentence and draw their attention to the structures in bold.
 Ask pupils to tell you when we use the structure be used to and help them deduce that we use it to talk about a
present habit as opposed to used to which we use to talk about a past habit.
 Ask pupils to come up with their own examples practicing the two structures.
LESSON
 Have pupils do the activity.
DEVELOPMENT  Check the answers with the class. (Student’s book p15 - Grammar)
2)
 Ask pupils to read through the sentences 1-8 and draw their attention to the verbs in bold.
 Ask pupils to read through the definitions a-h and check their understanding.
 Have pupils do the activity.
 Check the answers with the class. (Student’s book p16 Activity A)
3)
 Ask pupils to look at the three nouns and try to work out the verbs they derive from invent, inform, develop.
 Ask pupils to tell you the suffix that was added to each verb in order to form the noun (-ion, -ation, -ment).
 Draw pupils' attention to the NOTE and explain it.
 Ask pupils to read through the sentences 1-7.
 Draw pupils’ attention to the words in brackets at the end of each sentence and make sure they haven’t got any
unknown words.
 Have pupils do the activity.
 Check the answers with the class. (Student’s book p15 Activity B)
 Ask pupils to write six sentences. Three sentences using ‘used to’ and three others using ‘be / get used to’.
POST-LESSON  Ask pupils to make two deliberate mistakes.
 Pupils swap sentences and see if their peers can spot the sentences which are wrong.
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.