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English Lesson Plan (Grade 7, Lower Term – 2024 PEP Edition)
Unit 7: A Day to Remember
Section A – Period 1: Listening & Speaking (1a–1d + Pronunciation)
Class Type: Integrated Listening & Speaking
Duration: 45 minutes
I. Teaching Objectives
By the end of the lesson, students will be able to:
Language Ability
1.Understand and use key past-time phrases: visited a museum, cooked food, went swimming, did homework, met up with friends.
2.Ask and answer questions about past experiences using:
1.How was… → It was…
2.What did… do → He/She/I + verb (past tense)
Learning Capacity
1.Apply listening strategies: predict, listen for gist, and catch specific details.
2.Use a dialogue scaffold to talk about real or imagined weekend experiences.
Thinking Quality
1.Compare two different weekend stories and express simple opinions.
2.Notice and apply basic pronunciation rules for c, g, and -ed endings.
Cultural Awareness
1.Recognize common leisure activities (e.g., visiting museums) in English-speaking contexts.
2.Value storytelling as a way to connect with others.
II. Key & Difficult Points
Key Points:
Past simple forms of target verbs (regular & irregular).
Understanding main ideas and details in two short dialogues (1b & 1c).
Using question-answer patterns fluently in speaking.
Difficult Points:
Catching activity sequences in natural-speed speech.
Using correct past tense forms spontaneously (especially was/were, went, did).
Pronouncing -ed endings correctly: /t/ (cooked), /d/ (played), / d/ (visited).
III. Teaching Materials
PPT Slides: Weekend emoji collage, animated vocab (present → past), listening visuals, pronunciation rules with audio.
Handouts:
“Weekend Match-Up” (1a+)
Differentiated listening worksheet (1b & 1c)
“Sound Detective” cards (/t/, /d/, / d/)
Realia: Picture cards, soft ball, puppets (“Peter” & “Teng Fei”)
IV. Teaching Procedures
Step Activity Time Teacher’s Actions Students’ Tasks
1. Lead-in
Weekend in Emojis Show emojis ( ). Ask: “What do these remind you of ” Model: “My weekend was good. I cooked dinner.” Write was… / verb+ed on board. Introduce Peter & Teng Fei. 5 min Display, model, write key structure Respond, listen, note sentence pattern
2. Vocabulary & Grammar
(1a) Show present-tense pictures → elicit sentences → reveal past forms. Drill: visited, cooked, went, did. Play “Quick Guess”: flash image → say past phrase. Students complete 1a matching. Highlight go→went, do→did. 8 min Present, drill, guide practice Say phrases, match, note irregular verbs
3. Listening I
(1b – Gist & Feeling) Show Peter (museum) & Teng Fei (worried). Predict: Happy or bad
1st listen: One-word summary (great / terrible)
2nd: What was special (space station)
3rd: Why worried (lost book) 7 min Play audio 3x, check answers Listen, write keywords, compare
4. Listening II
(1c – Specific Activities) List 8 activities on board. Pairs predict: P / TF
Play full audio → mark who did what.
Write contrast sentence: “Peter… but Teng Fei…” 7 min Guide prediction, play audio, check Predict, listen, write comparison
5. Speaking Practice
(1d) Present dialogue frame:
A: How was your weekend
B: It was… I … and then …
Practice with Peter/Teng Fei info
“Weekend Ball Toss”: Toss ball → Q&A about own weekend 8 min Model, circulate, prompt Role-play, ask/answer with ball
6. Pronunciation Review words: cook/city, great/gym, visited/cooked.
Teach:
- c: /k/ vs /s/
- g: /g/ vs /d /
- -ed: /t/, /d/, / d/
Drill + “Sound Detective” game: hold up sound card when word is said. 7 min Explain, model, lead game Repeat, identify sounds, show cards
7. Summary & Homework Recap: “We learned to talk about the past using ‘How was… ’ and ‘What did… do ’”
Homework (choose one):
① Write 5 sentences about Peter & Teng Fei.
② Interview a family member (3 Q&As).
③ Draw a 4-panel comic: My Day to Remember. 3 min Summarize, assign choice homework Listen, choose task
V. Assessment
Formative:
Observation during “Ball Toss” and “Sound Detective”
Accuracy in 1b/1c worksheets
Pronunciation in drills & games
Summative: Tiered homework submission
VI. Blackboard Layout
Unit 7: A Day to Remember
Key Questions:
How was (your) weekend → It was great/OK/terrible.
What did you do → I visited… / cooked… / went…
Past Weekend Activities:
visited a museum cooked food went swimming
did homework played badminton met friends
Peter vs. Teng Fei:
Peter: great → museum, robots, space room
Teng Fei: terrible → lost book, wrong bus
Pronunciation:
c: /k/ (cook) | /s/ (city)
g: /g/ (great) | /d / (gym)
-ed: /t/ (cooked) | /d/ (played) | / d/ (visited)
VII. Teaching Reflection
Integrating past tense directly with vocabulary (Step 2) helped students use chunks like “visited a museum” naturally. The three-stage listening (gist → Peter → Teng Fei) reduced cognitive load and built confidence. The “Ball Toss” game encouraged personalization, though some students slipped into present tense—next time, I’ll keep a past-tense reminder visible. Pronunciation practice worked best when tied to lesson words; however, /d/ vs. / d/ remains tricky—brief daily drills may help. Overall, the lesson flowed well, but strict timing is essential within 45 minutes.

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