LESSON PLAN FORM 4

CLASS 4 UITM

VENUE 4 UITM’s Classroom

DATE 1 October 2023, Sunday

TIME 11:55AM – 12:30PM (35 Minutes)

TOPIC Past Perfect Simple & Past Perfect Continuous

THEME People and Culture

FOCUS SKILL(S) Language Awareness

CONTENT STANDARDS

LISTENING SPEAKING READING WRITING

SKILLS SKILLS SKILLS SKILLS

 1.1 Understand  2.1 Communicate  3.1 Understand a  4.1 Communicate

meaning in a variety of information, ideas, variety of texts by intelligibly through print
familiar contexts opinions and feelings using a range of and digital media on
intelligibly on familiar appropriate reading familiar topics
topics strategies to construct
meaning

 1.2 Use appropriate  2.2 Use register  3.2 Explore and  4.2 Communicate with
listening strategies in a appropriately expand ideas for appropriate language,
variety of contexts personal development form and style
by reading
independently and
 1.3 Recognise features  2.3 Use appropriate
widely
of spoken genres on communication
familiar topics strategies

 2.4 Communicate
appropriately to a small
or large group on
familiar topics

LEARNING STANDARDS

 1.1.1 Understand  2.1.1 Explain  3.1.1 Understand  4.1.1 Explain

independently the simple content on the main points in information from (i)
main ideas in familiar topics extended texts on diagrams, (ii) charts
extended texts on a from what they a wide range of (iii) tables (iv)
wide range of read and hear familiar topics graphs or other
familiar topics visuals
 1.1.2 Understand  2.1.2 Ask about  3.1.2 Understand  4.1.2 Explain
independently and explain causes specific details causes and
specific and consequences and information in consequences of (i)
information and of actions, events, extended texts on actions (ii) events
details in extended simple processes a wide range of or (iii) simple
texts on a wide familiar topics processes
 range of familiar
topics

 1.1.3 Recognise  2.1.3 Explain  3.1.3 Guess the  4.1.3 Explain the
independently advantages and meaning of main points of an
attitudes or disadvantages of unfamiliar words idea or argument
opinions in plans and from clues
extended texts on a ambitions provided by other
wide range of words and by
familiar topics context on a wide
range of familiar
topics

 1.1.4 No learning  2.1.4 Explain and  3.1.4 Use  4.1.4 Express and
standard justify own point of independently respond to opinions
view familiar and some and common
unfamiliar print feelings such as
and digital amusement, anger
resources to check and regret
meaning and
extend
understanding

 1.1.5 Understand  2.1.5 Express and  3.1.5 Recognise  4.1.5 Organise,

independently respond to feelings with little or no sequence and
more complex such as support the develop ideas
questions on a wide amusement, anger attitude or opinion within a text of
range of familiar and regret of the writer in several paragraphs
topics extended texts on on familiar topics
a wide range of
familiar topics

 1.1.6 Understand  2.2.1 Use formal  3.1.6 Recognise  4.2.1 Punctuate

independently and informal with support written work on a
longer simple registers typical features at range of text types
narratives on a appropriately in word, sentence with reasonable
wide range of most familiar and text levels of accuracy
familiar topics contexts an increased range
of genres

 1.2.1 Guess the  2.3.1 Confirm  3.2.1 Read a variety of  4.2.2 Spell written work
meaning of unfamiliar understanding in suitable print and on a range of text types
words from clues discourse-level digital texts to with reasonable
provided by other exchanges by repeating investigate and analyse accuracy
words and by context back what a speaker has national issues
on a wide range of said
familiar topics

 1.3.1 Recognise with  2.3.2 No learning  4.2.3 Produce an

support typical features standard extended plan or draft
at word, sentence and and modify this
text levels of a range of appropriately in
spoken genres response to feedback or
independently
  2.4.1 Summarise the  4.2.4 Use formal and
main points of a informal registers
story, text or plot appropriate to the target
audience in most
familiar situations

LEARNING GOALS

• Differentiate between Past Perfect Simple and Past Perfect Continuous tenses.
By the end of the lesson,
• Construct sentences using both Past Perfect Simple and Past Perfect Continuous tenses
students are able to:
correctly.
SUCCESS CRITERIA

Students can: • Differentiate between one example of Past Perfect Simple and Past Perfect Continuous tenses.
• Construct at least 4 sentences using both Past Perfect Simple and Past Perfect Continuous
tenses correctly.
 Language
 Environmental sustainability
 Values
 Science and Technology
 Patriotism and Citizenship
CROSS CURRICULAR
 Creativity and Innovation
ELEMENTS
 Entrepreneurship
 Information and Communications Technology
 Global Sustainability
 Financial Education

LANGUAGE/
Past Perfect Simple / Past Perfect Continuous
GRAMMAR FOCUS

MORAL VALUES Mutual Respect

STAGE LEARNING AND TEACHING ACTIVITIES RESOURCES

1. Begin the lesson by writing a sentence on the board: 1. Whiteboard Marker

"By the time I arrived at the party, everyone (dance) 2. Whiteboard.
for hours."
2. Ask students to discuss in pairs what they notice
SET INDUCTION about the tense of the verb in the sentence.
(5 M) 3. After a brief discussion, elicit responses from a few
students. Guide them towards understanding the
need for Past Perfect tenses in such sentences.

1. Introduce the lesson topic: Past Perfect Simple and

Past Perfect Continuous.
2. Explain that these tenses are used to talk about
PRE-LESSON (5 M)
actions that happened before a specific point in the
past.
3. Provide a brief overview of when to use each tense.
1. Present Past Perfect Simple: 1. Handouts
LESSON DEVELOPMENT • Explain the structure (had + past participle).
(20 M) • Give examples and have students form their own
sentences.
2. Present Past Perfect Continuous:
 • Explain the structure (had been + present participle).
• Give examples and have students form their own
sentences.

Guided Practice

1. Provide handouts with exercises for students to

practice using both Past Perfect Simple and Past
Perfect Continuous.
2. Monitor their progress and provide assistance as
needed.
1. Review the key points of the lesson, emphasizing the
POST-LESSON (3 M) differences between Past Perfect Simple and Past
Perfect Continuous.
2. Ask students if they have any questions.
 1. An exit card will be given by the teachers to all 1. Exit Card
CLOSURE students, the students need to write down what they
(2 M) have learnt.
2. The teacher will gather all the exit card by the end of
the lesson.

EXTENDED ACTIVITY None.

RESOURCES/ ASSESSMENT FOR

T&L STRATEGIES
TEACHING MATERIALS LEARNING

1. Whiteboard Strategy: e.g. Collaborative Learning 1. Exit Card

21st Century Skills: 2. Handouts
2. Whiteboard Marker
3. Handouts Think-Pair-Share
4. Exit Card Mix-Pair-Share
Gallery Walk
Numbered Heads Together
All Write Round-Robin
Exit Cards
Pairs Compare
Others: Circle-the-Sage

i-Think Map:
Circle map Tree map
Bubble map Flow map

Double bubble map Multi flow map

Brace map Bridge map

HOTS:
Apply
Analyse
Evaluate
Create

TEACHER’S REFLECTION

In today's language awareness lesson, aimed at form 4 students with a B1 level of English, the primary focus was on differentiating between
the Past Perfect Simple and Past Perfect Continuous tenses. The lesson utilized guided practice as the teaching method, and despite
encountering some challenges, it proved successful with active student participation. The set goals were two-fold: first, to ensure students
could distinguish between the two tenses through examples, and second, to have them construct a minimum of four sentences using both tenses
accurately. Impressively, all 22 students achieved the first success criteria, demonstrating their grasp of the tense differences. For the second
criterion, 19 out of 22 students successfully constructed the required sentences, while three students needed additional support to enhance their
understanding. This lesson can be seen as a well-executed and productive one, with the majority of students showing promising progress, while
continued assistance is necessary for a few to solidify their comprehension of the tenses.