Unit 1 — Teacher Lesson Plans: Common Core and First Baccalaureate
Teacher lesson plans · Unit 1
Five 55-minute plans for the interactive lessons on BKTeach. Choose a lesson below to see objectives, language analysis, anticipated difficulties and the timed procedure. Extra slide activities are optional.
First Baccalaureate · Past Simple
Unit / topic: Unit 1 · Education · Grammar 1
Class: First Baccalaureate | Duration: 55 minutes | Date: __________________
Teacher: Bilal Khabir | Group: __________________
Framework: Guided discovery
Main aim: By the end of the lesson, learners will describe completed past actions using affirmative, negative and question forms of the past simple.
Subsidiary aims: Distinguish regular and irregular past forms; pronounce selected regular verbs with /t/, /d/ or /ɪd/ endings.
Background / assumptions: Mixed-ability learners who know present-simple routines and basic verbs. This revises past-simple language before further Unit 1 work; do not assume accurate negatives or questions.
Materials: Website player, slides 1–11; board; copybooks. Optional independent practice: slides 12–16. Audio is optional; the teacher can model all examples.
Language analysis: meaning, form and pronunciation
Meaning: Completed actions or states before now: yesterday, last week. “She walked to work yesterday.”
Form: Affirmative: subject + past form. Negative: subject + did not + base verb. Question: Did + subject + base verb? BE uses was/were, not did: “Was she tired?”
Pronunciation: -ed follows the final SOUND of the base verb: /t/ after /p k f s ʃ tʃ θ/; /ɪd/ after /t d/; /d/ after other sounds. Only /ɪd/ adds a syllable: worked, played, wanted.
Anticipated problems and practical solutions
Double past marking: “didn’t went / Did she went?” Underline DID and restore the base verb; contrast one affirmative with its negative and question.
Learners classify -ed by spelling or struggle to drag cards. Say each base verb before its past form; demonstrate click-to-place or sort orally on the board.
Core selection: Use the first six recall verbs, the first three transformations on each of slides 5–6, and six pronunciation words. Extra items are available but not required for the 55-minute core.
Optional extension: If time remains, use slide 7 (first three error repairs) or finish the -ed sort. Slides 12–16 offer independent practice; assign selected items rather than every task.
Past Simple · Procedure
55-minute core · Checks and correction are integrated into each activity.
| Stage & aim | Interaction | Time | Procedure |
|---|---|---|---|
| Context — establish past time | T–S / PW | 3 min | Use slide 1 and ask pairs for one action they did yesterday; accept attempts without lengthy correction. Demonstrate answer reveal and select-and-place. |
| Noticing — connect routine and yesterday | Alone → PW / WC | 6 min | Read Kitya’s routine on slide 2; pairs choose three actions and say how they change for yesterday. Elicit the past-time meaning and collect regular and irregular examples. |
| Rule-building — establish forms | PW / T–S | 8 min | Sort the ten past forms on slide 3, then recall the first six verbs on slide 4 before revealing. Use one example from slides 5–6 to elicit affirmative, negative and question patterns on the board. |
| Controlled practice — transform sentences | Alone → PW / WC | 8 min | Learners write the first three negatives on slide 5 and first three questions on slide 6, then compare. Reveal one at a time, keep answers visible for checking, and correct DID + base verb and BE questions. |
| Controlled practice — distinguish DID and BE | PW / WC | 5 min | Complete the six DID/WAS/WERE items on slide 8. Pairs explain whether the question concerns an action or a BE state; check the completed questions together. |
| Pronunciation practice — say and sort -ed | T–S / PW | 7 min | Use the rule table on slide 9 and model worked, played and wanted. Learners say and sort worked, watched, played, cleaned, wanted and needed, then check and repeat; focus on sounds rather than written letters. |
| Freer practice — communicate past events | PW / WC | 7 min | Teacher extension: each learner tells a partner three things they did yesterday; partners ask two follow-up questions and swap. Respond to the experiences first, then elicit repairs of two anonymous language errors. |
| Exit check — assess retention | Alone → PW | 3 min | Answer the three questions on slide 10 independently, compare and reveal. Note which form needs recycling next lesson. |
| Copybook summary — consolidate | Alone / T–S | 8 min | Use slide 11: copy the dated use/form summary, the BE contrast and three -ed examples. Learners add one original past-simple sentence; select essential content rather than copying every example. |
Interaction: T–S = teacher/learners; PW = pair work; WC = whole class; Alone = individual work. No student account or device is required when the teacher projects the player.
First Baccalaureate · Reflexive Pronouns
Unit / topic: Unit 1 · Education · Grammar 2
Class: First Baccalaureate | Duration: 55 minutes | Date: __________________
Teacher: Bilal Khabir | Group: __________________
Framework: Guided discovery
Main aim: By the end of the lesson, learners will use appropriate reflexive pronouns when the subject and object refer to the same person or thing, and use by + reflexive for alone/without help.
Subsidiary aims: Distinguish reflexive from ordinary object pronouns and personalize the target language in short exchanges.
Background / assumptions: Learners know subject pronouns and common verbs. Builds on Unit 1 grammar; intensive/emphatic uses are deliberately excluded.
Materials: Website player, slides 1–4, 6–8 and 11–14; board; copybooks. The pronoun-table answers on slide 3 must remain hidden until elicited.
Language analysis: meaning, form and pronunciation
Meaning: Same referent: “Sara saw herself.” Different referents: “Sara saw her friend; she saw her.” By herself = alone or without help, depending on the action.
Form: Subject + verb + matching reflexive: I/myself, you/yourself, he/himself, she/herself, it/itself, we/ourselves, you/yourselves, they/themselves. “We fixed it by ourselves.”
Pronunciation: Stress SELF/SELVES; contrast /self/ with /selvz/. Drill ourselves and yourselves; distinguish singular and plural you.
Anticipated problems and practical solutions
Learners select by agreement without understanding the referent. Ask “Who does it? Who receives it?” and contrast himself with him using the slide 2 diagrams.
Learners confuse yourself/yourselves or -self/-selves. Point to one learner versus the whole class; elicit each hidden table cell and drill the plural forms.
Core selection: Use the first four items on slides 4 and 7, two BY examples on slide 6, and the first four meaning checks on slide 8. Save repetitive accuracy tasks for optional practice.
Optional extension: Slides 5, 9 and 10 provide recall, error correction and pronoun contrast. Extend slide 7 with more completion items; do not introduce intensive uses.
Reflexive Pronouns · Procedure
55-minute core · Checks and correction are integrated into each activity.
| Stage & aim | Interaction | Time | Procedure |
|---|---|---|---|
| Context and noticing — identify the referent | PW / T–S | 4 min | Use the scenes on slide 1; ask who does and receives each action before clicking. Elicit himself/herself and explain that repeated names here are unnatural, not automatically ungrammatical. |
| Rule-building — distinguish same/different people | PW / WC | 5 min | Compare Tom hurt himself / Tom hurt him on slide 2 and ask “One person or two?” Pairs explain the pronoun reference and formulate the core rule before revealing. |
| Clarification — elicit forms and pronunciation | T–S / WC | 6 min | On slide 3 elicit each reflexive form with its cell hidden, then click to check. Contrast one you with plural you, highlight -self/-selves and drill stressed endings. |
| Controlled practice — choose and justify | Alone → PW | 5 min | Complete the first four choices on slide 4; compare and identify the matching subject. Check after learners explain their decisions, leaving answers visible until the slide changes. |
| Meaning extension — alone/without help | PW / T–S | 4 min | Use Mary and Anas on slide 6: “Did anyone go with her?” and “Did anyone help him?” Elicit by + reflexive; keep it separate from the subject–object rule. |
| Controlled practice — complete and interpret | Alone → PW / WC | 7 min | Write the first four gaps on slide 7 and answer the first four situations on slide 8. For the door, explain by itself = automatically; check reference as well as agreement. |
| Semi-controlled practice — describe scenes | PW / WC | 4 min | On slide 11 pairs make a sentence for each of the four pictures before revealing the model. Accept accurate alternatives, then practise one or two difficult sentences orally. |
| Freer practice — personalize the language | Alone → PW / WC | 7 min | On slide 12 learners prepare two truthful or invented sentences, share them and ask follow-up questions; swap roles. Discuss their ideas, then correct two useful anonymous examples from monitoring. |
| Exit check — assess meaning and form | Alone → PW | 5 min | Use slide 13: complete eight short recall items and answer the two concept questions. Compare before revealing and record which forms need revision. |
| Copybook summary — consolidate | Alone / T–S | 8 min | Copy the dated table, core rule and BY meaning from slide 14, plus one example of each use. Use colored headings and highlight target forms; exclude intensive/emphatic examples. |
Interaction: T–S = teacher/learners; PW = pair work; WC = whole class; Alone = individual work. No student account or device is required when the teacher projects the player.
First Baccalaureate · Writing: Your School
Unit / topic: Unit 1 · Education · Writing
Class: First Baccalaureate | Duration: 55 minutes | Date: __________________
Teacher: Bilal Khabir | Group: __________________
Framework: Process writing with model analysis
Main aim: By the end of the lesson, learners will draft and revise an 80–100-word informal email giving a friend relevant information about their school.
Subsidiary aims: Organize paragraphs, use task-relevant expressions, and give one useful peer-review suggestion.
Background / assumptions: Learners know present-simple routines and basic school vocabulary. This applies Unit 1 language to purposeful writing; present perfect is offered only as an optional chunk.
Materials: Website player, slides 1–11; model email and checklist; board; copybooks or a device. Digital drafts must be copied/downloaded before closing the page.
Language analysis: meaning, form and pronunciation
Meaning: Audience: a friend moving to town. Purpose: inform them about the school, not answer every questionnaire item.
Form: Greeting → opening → two information paragraphs → closing. There is + singular / there are + plural; can/cannot + base verb; have to + base verb. “I like my classmates, but I do not like too much homework.”
Pronunciation: Brief oral rehearsal: “There is a library” and “We have to arrive on time.” Prioritize writing clarity, punctuation and spelling rather than a pronunciation lesson.
Anticipated problems and practical solutions
Learners list answers or copy the model instead of writing a coherent email. Plan two paragraphs with keywords; replace model facts with their own school information and use one linking word.
Language preparation consumes writing time or learners lack a facility. Select only two or three practice items; protect 12 minutes for drafting and allow “There is not…” with accurate school facts.
Core selection: The questionnaire supplies ideas, not ten compulsory answers. Use short interviews, selected language items and limited details to protect drafting and revision time.
Optional extension: Early finishers extend slide 6 practice or improve linking and detail in their draft. Complete a clean final copy after class if revision needs more time; do not send the practice email.
Writing: Your School · Procedure
55-minute core · Checks and correction are integrated into each activity.
| Stage & aim | Interaction | Time | Procedure |
|---|---|---|---|
| Lead-in — generate interest and establish the task | PW / T–S | 3 min | Use slide 1 to share one like/dislike and a school rule or facility. Briefly use slide 2 to establish a friend as audience and an informal email as the text type. |
| Task analysis — organize content categories | PW / WC | 3 min | Group the ten questionnaire questions on slide 2; accept justified overlap for the subjects-per-day question. Explain that the email should select relevant details rather than answer all ten questions. |
| Model reading — identify content | Alone → PW | 4 min | Read Amine’s model on slide 4 silently and select the topics included. Compare, then confirm likes, dislikes, rules, facilities and subjects; distinguish fictional model facts from the real school. |
| Model analysis — notice organization | PW / WC | 4 min | On slide 5 identify greeting, opening, main information and closing before revealing. Elicit paragraph 1: general information and opinions; paragraph 2: facilities, rules and routines. |
| Language preparation — rehearse useful patterns | PW / T–S | 5 min | Use slide 6 to choose useful phrases and complete two or three items, including there is/are and one rule. Treat I have been here for… as an optional chunk; offer This is my first year here instead. |
| Content preparation — talk and plan | PW → Alone | 5 min | Use slide 3 for a brief interview on likes, dislikes, rules and facilities, then make keyword notes under slide 7 headings. Each learner selects enough details for two paragraphs without inventing unknown facts. |
| Writing — produce a first draft | Alone | 12 min | Write the 80–100-word email on slide 8 or in copybooks using the plan. Give uninterrupted drafting time; monitor and provide brief support without composing sentences for learners. |
| Peer/self-review — evaluate the draft | PW / Alone | 4 min | Use the checklist on slide 9: check task content and organization before language. Give one strength and one specific improvement; self-review is acceptable when a partner is unavailable. |
| Revision — improve the email | Alone / WC | 7 min | Revise the same draft using slide 10 and the review comments. Check capitals, punctuation and key patterns, then invite two successful sentences; finish a clean copy after class if needed. |
| Copybook summary — retain the writing scaffold | Alone / T–S | 8 min | Use slide 11 to copy a short dated email outline and essential phrases with colored headings. Keep this separate from writing the email itself and omit redundant examples. |
Interaction: T–S = teacher/learners; PW = pair work; WC = whole class; Alone = individual work. No student account or device is required when the teacher projects the player.
Common Core · Reading: Famous People
Unit / topic: Unit 1 · Personal Relations · Reading
Class: Common Core | Duration: 55 minutes | Date: __________________
Teacher: Bilal Khabir | Group: __________________
Framework: Receptive skills: prediction, gist, detail and follow-up
Main aim: By the end of the lesson, learners will identify the purpose of short celebrity profiles and locate specific information with evidence from the texts.
Subsidiary aims: Use profile information in a short paired interview and a three-sentence profile.
Background / assumptions: Mixed-ability learners who know basic names, jobs and personal questions. The historical textbook profiles are reading material, not current biographies or usable contact details.
Materials: Website player, slides 1–10; profiles A–G through the Texts control; expandable photographs; board and copybooks. No Canva presentation is required.
Language analysis: meaning, form and pronunciation
Meaning: Occupation = job; birthplace = place of birth; date of birth = day/month/year of birth; mailing address = where letters are sent. Distinguish a birthplace from a nationality.
Form: Reading headings organize facts. Follow-up chunks: “He was born on 2 May 1975”; “She is from Gary, Indiana”; “What is your occupation?” These support communication, not a new grammar lesson.
Pronunciation: Model occupation and birthplace briefly; rehearse the interview questions naturally. Names do not need prolonged drilling.
Anticipated problems and practical solutions
Unfamiliar celebrities distract from reading or learners try to translate every word. Keep picture guessing brief and allow “I don’t know”; set a time limit and clear gist/detail questions before reading.
Old profiles lead to inaccurate current-age or contact claims. Use the adapted birth-date, age-difference and same-birth-year questions; identify these as historical textbook facts and never use the listed addresses.
Core selection: Slide 3 appears before gist in the player: skip it initially, read slide 4 for gist, then return for essential lexis only. This preserves a receptive-skills sequence and avoids pre-teaching every unknown word.
Optional extension: Fast finishers add one sentence to slide 9 or justify another picture/profile match. If reading is slow, reduce the written profile to three sentences while retaining the detail-reading time.
Reading: Famous People · Procedure
55-minute core · Checks and correction are integrated into each activity.
| Stage & aim | Interaction | Time | Procedure |
|---|---|---|---|
| Lead-in — activate topic knowledge | PW / WC | 4 min | Use slide 1: identify any familiar faces and their jobs without revealing every name immediately. Enlarge pictures as needed and accept uncertainty. |
| Prediction — anticipate profile content | PW / WC | 3 min | Use slide 2 to predict the information in A–G. Record a few ideas without confirming them until after the first reading. |
| Gist reading — identify purpose | Alone → PW | 5 min | Move to slide 4 and give a short silent reading time for A–G. Pairs identify the text type and confirm predictions; delay fact-by-fact checking. |
| Lexis support — remove essential barriers | PW / T–S | 4 min | Return to slide 3 and elicit occupation, birthplace, date of birth and mailing address. Check “When or where?” for date/place of birth, then model the difficult words briefly. |
| Reading for specific information — match | Alone → PW / WC | 7 min | Use slide 5 and the Texts control to match photos 1–7 with profiles. Compare before checking and ask for a textual clue: key G, A, E, F, B, C, D. |
| Detailed reading — answer with evidence | Alone → PW / WC | 12 min | Answer the six adapted questions on slide 6, underlining evidence in A–G before checking. Confirm 26-year difference, British/English, Gary USA, actress, 29 August 1958, and Victoria/Penélope born in 1974. |
| Detailed reading — verify statements | PW / WC | 6 min | Use slide 7: decide true/false, locate evidence and correct false statements. Check in order F, T, F, T, T; elicit the England and actor/director/producer corrections. |
| Follow-up speaking — use the information | PW / WC | 7 min | On slide 8 each learner chooses a profile and answers four interview questions in role, then swaps. Model one exchange; respond to the information first and clarify one common language problem. |
| Follow-up writing — produce a short profile | Alone → PW | 4 min | Use slide 9 to write three sentences about one celebrity before revealing the model. Partners check the facts against the text; use historical framing rather than treating old occupations as current claims. |
| Exit check — assess retrieval | Alone / WC | 3 min | Answer the three questions on slide 10 without reopening the profiles, then check. Note any difficulty with headings or retrieving facts for the next reading lesson. |
Interaction: T–S = teacher/learners; PW = pair work; WC = whole class; Alone = individual work. No student account or device is required when the teacher projects the player.
Common Core · Vocabulary: Family, Appearance and Character
Unit / topic: Unit 1 · Personal Relations · Vocabulary 2
Class: Common Core | Duration: 55 minutes | Date: __________________
Teacher: Bilal Khabir | Group: __________________
Framework: PPP with guided noticing
Main aim: By the end of the lesson, learners will describe a relative or fictional person using a family relationship, an appearance description and a character adjective.
Subsidiary aims: Extend known family words with niece, nephew and in-laws; distinguish appearance from character and BE + adjective from HAVE + noun phrase.
Background / assumptions: Learners have already studied basic family members. Briefly recycle these and prioritize new relationships and descriptions; the full 16-slide resource is larger than one 55-minute lesson.
Materials: Website player, slides 1–2, 4, 6–10 and 13–16; one connected family tree; generated portraits and character scenarios; board and copybooks.
Language analysis: meaning, form and pronunciation
Meaning: All tree relationships are relative to Adam: Sara’s Lina/Rayan are his niece/nephew; Yassine is his brother-in-law; Hana is his sister-in-law. Appearance is visible description; character comes from behavior/scenarios.
Form: “He is my uncle. He is tall. He has short black hair. He is helpful.” BE + adjective; HAVE/HAS + noun phrase. What does he look like? = appearance; What is he like? = character.
Pronunciation: niece /niːs/, nephew /ˈnefjuː/; stress the first syllable of generous and serious. Drill “has curly hair” and the two description questions.
Anticipated problems and practical solutions
Students interpret relatives from the wrong reference person or confuse in-laws with siblings. Keep Adam highlighted and trace each link before revealing; contrast sister with sister’s husband.
Students use “is long hair” or infer character from a face. Color-code BE + adjective / HAVE + noun phrase and require a behavior clue for character; use fictional people rather than judging classmates.
Core selection: Family members are review. Teach four newer relationships; use only selected appearance and character words, six sort cards and a brief exit check. The step/half-family extension is optional, not a second tree.
Optional extension: Use slide 3 for fictional step/half-family situations in a later lesson; step-siblings share no biological parent and half-siblings share one. Slides 5, 11–12 and extra scroll-down items provide optional accuracy practice.
Vocabulary: Family, Appearance and Character · Procedure
55-minute core · Checks and correction are integrated into each activity.
| Stage & aim | Interaction | Time | Procedure |
|---|---|---|---|
| Lead-in — reactivate known family words | PW / T–S | 4 min | Use the single tree on slide 1 and identify Adam as the reference person. Elicit father, sister, uncle and cousin briefly; leave new relationship labels hidden. |
| Clarification — extend family vocabulary | T–S / PW | 6 min | Use slides 1–2 to elicit niece, nephew, brother-in-law and sister-in-law from Lina, Rayan, Yassine and Hana. Trace the links, reveal after guesses and drill niece/nephew; do not redraw a second tree. |
| Controlled practice — retrieve relationships | Alone → PW | 4 min | Complete the first four typed or oral items on slide 4 before checking. Pairs explain how marriage or a sibling’s child establishes each relationship. |
| Clarification — notice appearance and form | PW / T–S | 6 min | Use slide 6 pictures for tall/short, young/old and hair descriptions; do not infer height from headshots. On slide 7 elicit BE + adjective versus HAVE + noun phrase and complete its first three choices. |
| Controlled practice — describe the pictures | PW / WC | 4 min | Match the four descriptions to portraits on slide 8, then say one sentence per person. Accept accurate visible descriptions and check the chosen verb. |
| Clarification — distinguish character | PW / T–S | 5 min | Use the first five situations on slide 9 to elicit helpful, generous, funny, shy and friendly. Ask which behavior supports each choice; drill key stress and contrast the two description questions. |
| Controlled practice — classify meaning | PW / WC | 4 min | On slide 10 sort tall, curly hair, slim, friendly, generous and shy into appearance/character before checking. Demonstrate select-and-place as an alternative to dragging; ask for one reason per group. |
| Semi-controlled speaking — identify a person | PW | 4 min | Use slide 13 fictional profiles: one learner describes without naming the letter and the partner guesses; swap. Refer to the printed scenarios for character, not the photograph alone. |
| Freer speaking — describe someone | Alone → PW / WC | 7 min | On slide 14 plan briefly and describe a relative or invented person using relationship, appearance and character; partners ask two questions and swap. Discuss ideas before correcting two anonymous BE/HAVE errors. |
| Exit check — sample retention | Alone / WC | 3 min | Use slide 15 items 3–6 to check helpful, shy, is tall and has long hair, then ask one niece/nephew recall question from slide 1. Check responses and select language to recycle. |
| Copybook summary — consolidate | Alone / T–S | 8 min | Use slide 16 to copy a dated selection: four new relatives, the two verb patterns, the two questions and five character adjectives. Add one original example with colored headings and highlighted target words. |
Interaction: T–S = teacher/learners; PW = pair work; WC = whole class; Alone = individual work. No student account or device is required when the teacher projects the player.
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