Kimberley Ela Glabeke Kimberley Ela Glabeke

Assessed TP 7
Beginners level


In this lesson students will review the simple past tense and be shown how to formulate the negative. Students will be given the opportunity to practice using the negative form of the past simple.


Main Aims

  • To provide review, practice and clarification of the simple past in the context of last weekend

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation in the context of the students' last weekend


warmer (4-6 minutes) • to set the context of 'last weekend'

In this stage sts will remember back to what they did last weekend. - T writes 'last weekend' on the WB - T starts by telling sts about her weekend, where she went and what she did. - T asks students to do the same with their classmates. - She gives them a sheet of paper with the sts names on, and they will ask each other 1 thing they have done at the weekend. - T will check the understanding of the instructions through asking ICQs. - sts will stand up and mingle for 3 minutes. - T will ask the sts one or two questions about the other students.

Introduction of the negative form. (5-7 minutes) • To introduce the negative form of the past simple to sts

- T will draw 2 columns on the WB. One with a plus and a minus. - T will ask sts to give an example sentence from what a student did this weekend. - Then T will write this in the 'positive' column. - She will write down the negative form of the example sentence in the second column. - Then T will get a second positive sentence from the sts. - She will elicit the answer from them by using blanks. - T then checks the meaning if necessary through CCQs and drills the sentences with them.

Activity one (6-8 minutes) • For sts to practice using the negative form of the simple past by turning positive sentences into negative ones.

- The T starts by presenting the task to the sts through chesting the HO. - She explains that there are positive sentences in the text but they should change them into negative ones. - T writes an example on the WB and they do this as a WC. - T divides the class into pairs. - Students are given the HO and have a time limit of 3 minutes to complete it. - While the sts are doing the exercises T monitors closely and makes note of mistakes made. - T gives sts an answer key for them to check their answers. - If mistakes are made T writes them up on the WB and gives WCFB on these mistakes.

Activity two (8-11 minutes) • For sts to practice using the negative form of the simple present and to review using the positive form.

In this activity students will be responding to statements with true or false and if false writing the negative form of the simple past. - T divides the class into 2 groups of 4. T names them apples and bananas. - T draws a grid on the WB with numbers 1 - 10. - She then explains that they will chose a number and that they will be told statement. In their groups she explains that they will state whether or not the statements are true or false. - The first group to say true or false gets a point. - Then she explains that they should give the negative and say the correct statement say the correct statement for another point. - T checks understanding with ICQs.

Survey (9-13 minutes) • For students to practice using the negative of the past simple by asking the questions from the picture cards.

- T explains the task. T shows the HO on the WB through the projector and explains sts will ask the other students the topics they will write a tick if they did it or a cross if they did not this weekend. - Demonstrates with a volunteer. 'Did you go swimming this weekend?' 'No I did not' X is written on the sheet next to the volunteers name. - T gives the HO to students and they mingle around the class and ask the other students if they did the activities mentioned on the sheet. 4 minutes to do this. - Sts sit back down in their seats and T explains to them that they will make these into sentences. - Example is given on the WB. - Sts have 3 minutes to do this. - During this time the T monitors them for mistakes and helps where necessary. - Brief WCFB is given and T goes over mistakes with the WB through writing them on the WB.

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