Sadiq Public School

WIPPE model of lesson planning

 Through warm-up, a teacher can assess learners’ prior knowledge by reviewing previous materials relevant to the current
W Warm-up
lesson.
 In the warm-up, the teacher can introduce an activity that reviews previously learned content and can also include an
activity that focuses on the topic to be taught.
 Through Introduction, the teacher provides a broad overview of the content and concepts to be taught and focuses the
I Introduction
learners’ attention on the new lesson.
 In Introduction, the teacher should introduce the purpose of the lesson by stating and writing the objectives for learners and
discussing the lesson content and benefits by relating the objective to learners’ own lives.
 The teacher can also assess learners’ prior knowledge of the new material by asking questions and writing learners’
responses on a whiteboard/chalkboard or flip chart.
 In the presentation stage, the teacher teaches the lesson content and concepts. The teacher can create an activity to
P Presentation
introduce the concept(s) or skill(s) and then introduce information through a variety of modalities using visuals, realia,
description, explanation, and written text.
 The teacher can also check whether the learners understand the new material and make changes to lesson procedures if
necessary.
 In the practice stage, the teacher models the skills and provides opportunities for guided practice.
P Practice
 The teacher can introduce a variety of activities that allow learners to work in groups, pairs, or independently to practice the
skills, concepts, and information presented.
 The teacher can integrate technology into activities as available.
 The teacher assesses learners’ attainment of the objective. The teacher can include oral, aural, written, or applied
E Evaluation
performance assessments. For example, the teacher can ask learners to fill in the blanks on a cloze activity or answer
questions in the form of MCQs.

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 Sadiq Public School

An example of a lesson plan

Subject English Date Class

 Grammar: Teaching of simple past (regular verb)

Lesson Topic Time
 To focus on the form of verbs in simple past tense (positive sentences)

Students’ Learning Outcomes / By the end of the lesson the students will be able to:
Objectives (SLOs) Major objectives:
What are learners expected to learn  Differentiate between the form of verbs used in simple past and simple present tenses.
after completing the lesson? These  Use the correct form of verbs (regular verbs) in simple past tense (positive sentences).
should be specific and able to be
 Create sentences of simple past tense.
assessed.
Minor objectives:
 Identify how simple past forms of regular verbs are formed from the base form of the verbs.
Personal Aims  To exploit text (Unit 7) in developing students’ understanding of the forms of verbs used in simple past tense.
(Optional)  To make students use the correct form of verbs (regular verbs) in simple past tense (positive sentences).
 To give students practice of forming correct sentences (positive sentences) of simple past tense using simple past regular verbs.
 To keep the class student-centred and encourage student participation through individual, pair and group work.
 To steer the lesson systematically from known to unknown and finally to self-discovery on the part of the students using
scaffolding as one of the teaching strategies.

Resources New Headway Plus Elementary special edition Student’s book

Textbook (Chapter and Page No.) ----- Unit 7: Then and Now Page 52
Supplementary materials (if any) -----
Multimedia Overhead Projector (OHP),
Whiteboard, Board markers of different colours,
Worksheets for students’ practice

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 Procedure / Teaching method the teacher intends to follow
Stage and Objectives Skills Learning Type of Activity Teacher – Students’ activities Assessment and

Interaction
Timings materials and (What are the teacher and learners doing to help Feedback

Pattern
resources understand the topic?) (How do you plan to
assess learning as it
is happening?)
Warm-up To introduce and S T-S OHP slides individual  The teacher will elicit the concept of NOW
and elicit the concept S-T having some voluntary and THEN (Present and Past) from the
Introduction of NOW and THEN pictures participation students by displaying some pictures of past
(Present and Past) and present and asking the learners a few
10:00 – 10:05 (The teacher will questions about the pictures.
(5 minutes) encourage the  This way, the teacher will set the background
students to
to the lesson and introduce topic to the
participate in the
discussion.) learners.
 Finally, the teacher will write learning
objectives on the whiteboard.

Presentation To make the Text 1 Individual work  The students will identify whether the text is  The teacher will
students identify R/S T-S Text A from Unit in present or past. check students’
Consolidation of the difference S-T 7 page 52. answers and
Warm-up between present Rationale of activity appreciate the
and and past (NOW The text consists The purpose of the text is also to remind students students for
Target Structure, and THEN). of four of the use of simple present and later to compare completing the
i.e., Simple Past sentences and it with the form of verb used in simple past. task.
Regular Verbs To make the describes Mattie
students Smith’s life NOW
10:05 – 10:20 differentiate (Present).
(15 minutes) between the  The students will be asked to read the text
forms of verbs Text 2 Pair work and identify whether the text is in present or
used in Simple R/S T-S Text B from Unit (The teacher will past. Then they will work in pairs and
Present and 7 page 52. scaffold the students underline only verbs used in the text.
in understanding the
Simple Past  They will be encouraged to find out any
difference in the form
(Positive S-S The text consists of verbs used in difference in the form of verbs (regular verbs)
sentences) of five sentences simple present and used in text 2 and compare them with the
and describes simple past.) verbs used in text 1.

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 S-T Mattie Smith’s
life THEN (Past).
 Students will be brought to the level of self-
R/S T-S An OHP slide Individual discovery through elicitation of the target
S-T showing voluntary form i.e., simple past regular verbs.
different forms participation
of verbs used in (Students will be
simple present encouraged to learn
the form of verbs
and simple past
(regular verbs) used in
simple past)

Practice To consolidate the R/W T-S A worksheet Individual work  The students will be asked to change the Students’ responses
concept of consisting of five sentences into simple past. will be elicited,
Controlled different forms of S-S positive Peer check corrective oral
Practice and verbs used in sentences of feedback will be
Evaluation simple present S-T simple present provided whenever
and simple past required, and they
10:20 - 10:30 (regular verbs) will be appreciated
(10 minutes) for performing the
To give students R/S/L Text 3 Pair work  This text is in the form of fill-in-the-blanks task.
practice of simple Text from Unit 7 with an appropriate form of the verb (past
past regular verbs page 53. simple form of the verb).
and to ensure the  The students will fill in the blanks in pair work.
achievement of The text consists
the set objectives of eleven
sentences and
describes Mattie
Smith’s life in
the Past.
Practice To give students W/S T-S Group work  The students will be asked to form five Students’ responses
more practice of sentences of simple past with the help of the will be elicited,
Semi Free simple past regular S-S prompts. corrective oral
Practice and verbs (positive feedback will be
Evaluation sentences) provided whenever
10:30 - 10:35 and to ensure the required, and they
(5 minutes) achievement of will be appreciated
the set objectives for performing the

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 task.
Presentation To make the R/S S-S An OHP slide Group work  The teacher will show students a slide Students’ responses
and Practice students identify containing past containing past forms of some regular verbs will be elicited,
the rules for T-S forms of some and ask them to identify the rules for making corrective oral
Rules for making making past forms regular verbs the past forms of regular verbs. feedback will be
past forms of of regular verbs provided whenever
regular verbs required, and they
To give students will be appreciated
(10:35 – 10:45) practice of for performing the
(10 minutes) changing present task.
forms of verbs to
their past forms

Summarising To recap the T-S  The teacher will recap the lesson and explain
lesson S-T any difficult or unclear point required by the
10:45 - 10:50 students.
(5 minutes) To assign  The teacher will check lesson objectives and
homework SLOs with the students.
 The teacher will assign homework.
To end the lesson

Post lesson reflections

Key
Skills Interaction Pattern

S = Speaking T-S = Teacher-Student Interaction

W = Writing S-T = Student-Teacher Interaction
R = Reading S-S = Student-Student Interaction
L = Listening