SSP LESSON PLAN

Instructor

Level

Unit

Pages

Date

102

1
(Are you in
this class?)

1 to 8

(Day 1)

Lesson
Objective(s)

Ss will be able to:

1. Be familiarized with course objectives, evaluation & class
rules.
2. Use the BE verb for statements and questions. Ss to be able
to produce at least 5 sentences using the BE verb.

Assumed
Knowledge
Anticipated
Problems
Supplementary
Materials

Ss should be familiar with the basic use of BE verbs in the Present

Tense.
None

Stages

Review/
Lead-in

None
Procedure
Introduce the following:
1. Course Objectives
2. Evaluation Criteria
3. Class rules and expectations
Ask Ss to look at the picture story and predict the
following questions:
1. Where is the conversation taking place in a
classroom or at home?
2. What is the relationship between the
speakers?
3. What do you think they are discussing?

Time/
Interaction
(15mins
Te-ss)

Presentation

Grammar Presentation

20 Mins
Te - Ss

A) Usage & Form of the BE Verb in positive & negative

statements
1. Presentation of the BE verb for singular & plural
forms in positive statements:
Subject Pronoun
I
You
He/She/It
We/They

Verb
am
are
is
are

Contraction
Im
Youre
Hes/Shes/Its
Were/Theyre

Structure of use: Subject + BE VERB + Object

E.g. He is a teacher (Hes a teacher)
2. Presentation of the BE verb for negative
statements:
BE Verb + Not + Object
E.g. He is not a student (Hes not a student)
B) Usage & Form of the BE Verb in Yes/No &
Information questions
3. Presentation of the BE verb for singular & plural
forms in YES/No questions:
Structure of use: BE VERB + Subject +
Object/Complement
E.g. Is he a teacher?
4. Presentation of the BE verb for Information
(wh-) questions:
WH-Word + BE Verb + Subject
E.g. Where is Ali?

Practice 1

Listening Practice

15 Mins
Ss - Ss

Play CD Track #1
As Ss listen, they are to underline all the use of the
BE verb in the conversation and its contacted forms.
Ss to mark the statements on page 2: true, false or I
dont know and check their answers with their
partners.

Practice 2

Grammar Practice

25 Mins
Ss Ss

1. Guided Practice: In pairs, Ss to complete

Exercise 1 (Page 4) using contracted forms
of the BE verb & Exercise 2 (Page 7) using
the BE verb in Yes/No questions.
2. Interactive Practice: Using the model
conversation 1 (Page 3) Ss to introduce
themselves to 5 other students & to ask at
least 5 Yes/No questions.

Evaluation

Monitor the response of each group then check with

class and do error correction.
In groups, Ss to do peer correction for Exercise 1
(Page 4) & Exercise 2 (Page 7).

Application
& Wrap

Wrap up the target grammar taught Use of the BE

Verb.
Assign HW: Ss to do page 8 Ex 3 (Making questions)
for homework.

25 Mins
Te Ss
Ss - Ss
10 Mins
Te - Ss

SSP LESSON PLAN

Instructor

Level

Unit

Pages

Date

102

1
(Are you in
this class?)

8 to 15

(Day 2)

Lesson
Objective(s)

Ss will be able to:

1. Understand the use of and practice using adjectives to
describe nouns.
2. Understand the position of adjectives in a sentence and able
to form at least 5 sentences using adjectives.
3. Learn how to use NOUNS and ADJECTIVES to describe
people.
4. Listen for specific purpose and answer some simple T/F
questions based on the listening.

Assumed
Knowledge
Anticipated
Problems
Supplementary
Materials

Ss should be familiar with the basic use of BE verbs in the Present

Tense.
Ss may have difficulty understanding the lexical items in the listening
exercise.
1. Fun with Grammar (Azar series)
2. Basic English Grammar (Azar)

Stages

Review/
Lead-in

Procedure
Review:
1. Review the form and usage of the BE verb in
positive and negative statements and YES/NO
Questions.
2. Checks and review Ss completion of HW
assigned: Exercise 3 (Page 8).
Lead-in:
1. Show some pictures of superheroes on the
projector. Ask Ss to guess the names of these
characters
(e.g.
Superman,
Batman,
Spiderman etc).
2. Ss to describe to their partners if they can
have a super power, what kind of super
heroes would they like to be.

Time/
Interaction
15mins
Te-Ss

Ss - Ss

Presentation
1

Practice 1

1. Pre-teach the difficult vocabulary, giving

meaning, form and stress: human [noun, a
person], fictional [adj, not real events or
people], historical [adj, events in the past],
superhero [noun, admired for great courage
or ability], contestant [noun, a person who
takes part in a competition], panellists [noun,
people in a discussion].
2. Get Ss to practise on these new words in
pairs.
3. Ss look at the picture on Page 14 and predict
what they are going to listen.
4. Present listening skill for specific purpose
(listening for specific details): Reading the
questions first to identify key words and listen
out for the required information.
Listening Practice

15 Mins
Te - Ss

15 Mins
Ss - Ss

1. First listening (Track # 11: Listening for main

idea & general understanding). Ss to circle
each word or phrase that they hear (Page
14).
2. Second listening: Ask Ss to listen to Track
#11 a second time and circle the correct
answers on the Listening Worksheet (refer to
worksheet attached)

Presentation
2

Grammar Presentation
Use of the BE Verb + Adjective
1. Present the use of ADJECTIVES: To describe
Nouns.
2. Highlight appropriate position of adjectives
and nouns: Noun + BE verb + adjective (E.g.
This shirt is white) OR Subject + Adjective +
Noun (E.g. this is a white shirt); Subject +
Verb + Adjective + Noun (E.g. He wears a
white shirt to school every day).
3. T explains some of the opposite meanings of
adjectives (E.g. tall vs. short; strong vs. weak;
rich vs. poor etc).

15 Min
Te Ss

Practice 2

Evaluation

Application
& Wrap

1. Guided Practice: Grammar Practice - Exercise 7

(Page 11); Ss complete the sentences using BE +
adjective that has an opposite meaning.
2.
Interactive Practice: Worksheet 57 (Fun
with Grammar) What does it remind you of? Ss to
describe the people; places or objects that the
stated adjectives remind them of and ask 3 other
students to describe what these items remind them
of.
Move around the class to check for correct use of
targeted language.
Select a few students to demonstrate to the class. Do
error correction if necessary.
Wrap up the target grammar taught Use of the BE
Verb with adjectives.
Assign HW: Exercise 9 (Page 13) Students make
sentences using Adjectives.
Exercise 20 Page 14: Sentence Practice (Azar
Basic English Grammar)

20Mins
Ss Ss

20 Mins
Te Ss
Ss - Ss
10 Mins
Te - Ss

SUPPLEMENTARY LISTENING WORKSHEET (UNIT 1)

LISTENING WITH A PURPOSE FOCUS ATTENTION
Please listen to the questions and circle the correct answer: TRUE; FALSE or I DONT
KNOW
1. Are you a human?

TRUE

FALSE

I DONT KNOW

2. Are you a woman?

TRUE

FALSE

I DONT KNOW

3. Are you married?

TRUE

FALSE

I DONT KNOW

4. Are you a real person?

TRUE

FALSE

I DONT KNOW

5. Are you a fictional character?

TRUE

FALSE

I DONT KNOW

6. Are you athletic?

TRUE

FALSE

I DONT KNOW

7. Are you a superhero?

TRUE

FALSE

I DONT KNOW

8. Are you Spiderman?

TRUE

FALSE

I DONT KNOW

SSP LESSON PLAN

Instructor

Lesson
Objective(s)

Assumed
Knowledge
Anticipated
Problems
Supplementary
Materials

Level

Unit

Pages

Date

102

2 (Whats Bob
doing?)

17 to 24

(Day 3)

Ss will be able to:

1. Listen for detailed information in a conversation.
2. Understand the structure of the PRESENT CONTINUOUS
tense and be able to use it to describe ongoing activities.
3. Ss to be able to use the Present Continuous tense to produce
statements (affirmative & negative) and questions
(interrogative & information) with 95% accuracy.
Ss should be familiar with the use of BE Verbs.
None
1. Fun with Grammar (Azar series)
2. Basic English Grammar (Azar)

Stages

Review/
Lead-in

Procedure
1. Review the use of adjectives and the position of
adjectives in sentences (BE + Adjective; e.g.
He is intelligent) OR (Noun + Adjective; e.g. He
is an intelligent person).
2. Check & review answers to HW assigned:
Exercise 5 & 9 (Page 13).

Time/
Interaction
15mins
Te-Ss

Pre-Listening

Presentation
1

1. Ss to look at the pictures on pages 17 & 18. Ss

to predict the content of listening by asking
contextual
questions:
Where
is
the
conversation taking place?
2. Check that Ss understand the following terms:
pizza, to deliver, to serve, a customer.
3. Elicit some possible problems with ordering
food over the telephone e.g. may hear
incorrectly some information, a bogus call, no
one to deliver, waiting time etc.

Ss Ss

Listening Skills
1. Teach pronunciation of words - Luigi, pizza,
serve, customer, and deliver.
2. Listening Skill: Explain how to listen for details
and required information: Focusing attention on
key words such as phone & address.

10 Mins
Te - Ss

Te - Ss

Practice 1

Listening Practice

10 Mins
Ss - Ss

1. First listening (CD Track #12): Ss to listen and

check the correct answers for Section 1:
Comprehension: Confirming Content (Page 18)
2. Second listening (Listening for details): T
distributes a copy of page 17 to students with
the type of pizza, address & phone number
blanked out. As Ss listen to specific information
required; Ss to fill in the missing details.
3. Ss to underline all the phrases that use the
targeted structure: e.g. Hes delivering pizza.

Presentation
2

Vocabulary

5 Mins
Te - Ss

Practice 2

Ss listen to the conversation on page 19 (CD Track

#13) and modify the conversation using the new
vocabulary learned Pair Practice (Page 20)

5 Mins
Te - Ss

Presentation
3

Grammar Presentation

15 Min
Te Ss

Present some of the new vocabulary items on

everyday activities (Page 20).

Present the following structure items (Chart 2-1;

Page 19):
1. Structure of Present Continuous (Affirmative /
positive): Subject + BE Verb + VERB-ing
(E.g. I am/ You are / He is watching television
now). Highlight use of present continuous: to
talk about actions that are happening now or
to describe activities over a period of time
but not necessarily happening now. (e.g. I am
writing a book called How to learn English)
2. Structure of Present Continuous (Negative):
Subject + BE VERB + NOT + VERB-ing
(E.g. He is NOT watching television). Present
contraction form
3. Question Form (Interrogative Yes/No
questions): BE VERB + Subject + VERBing: E.g. IS he watching television?
4. Informative Questions (WH Questions): WH +
BE VERB + Subject + VERB-ing: E.g. What
is Albert eating?

Practice 3

Evaluation

Application
& Wrap

1. Guided Practice: Ss to complete Exercise 1

(Page 21) Ss to form negative sentences
for each picture using the Present Continuous
Tense.
2. Pair Work: Exercise 2 (Page 23) Ss ask and
answer questions using the present
continuous tense.
3. Interactive Practice: Group Ss into pairs and
distribute a copy of Worksheet 9 (Fun with
Grammar Pg 24) for each pair. In pairs, Ss
to form as many sentences as they can, using
the present continuous to describe the
picture.
Move around the class to check for correct use of
targeted language.
Select a few students to present their examples of
present continuous to the class. To do error correction
if necessary.
1. Wrap up the target structure items taught: use
of the present continuous tense to describe
actions in progress.
2. Assign HW: Basic English Grammar (Azar)
Exercise 18 & 19: Making questions and short
answers using the present continuous tense
(page 104 & 105)

20Mins
Ss Ss

20 Mins
Te Ss
Ss - Ss

10 Mins
Te - Ss