Diana Diana

things I hate to do
Beginner level


Abc Audio
Abc WB white board
Abc Interchange Worksheet
Abc Audio CD3 Track 24 Interchange A1
Abc Handout HO
Abc Audio CD3 Track 26 and 27

Main Aims

  • To provide practice in using positive and negative simple past statements with regular verbs in the context of things to do.

Subsidiary Aims

  • to provide practice in writing using simple past tense in positive and negative form.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T will demonstrate context by writing these headings on the board. "Love to do", "Hate to do" T will elicit or explain that hate is the opposite of love . T will elicit activities (such as watching television, singing, playing football etc.) from the class and write them down on the board. SS will make a list of the things they love and hate to do INDIVIDUALLY. ss will compare answers with a partner.

Activity 2 (8-10 minutes) • To draw students' attention to the target language

Set the scene. Jason and Amy are in class on a Monday morning. (T may quickly draw a pic of each character on the WB, Jason being nervous, Amy being happy) T asks ss to listen to the audio and answer " Who studied? Who didn't study?" (*always ask focus question before playing the audio.) T plays audio to elicit the answer form the ss. Answer: Amy studied. Jason didn't study. T writes these activities on the board. 1. exercise 2.clean 3. do laundry 4. shop 5. visit parents 6. study for the test 7. watch television T asks ss who did each activity- Jason or Amy?" T plays the audio again and demonstrates first one. ss listen to the rest of the audio and write their answers on a piece of paper. T elicits answers from ss. ANSWERS: 1 Amy, 2 Amy, 3 Amy, 4 Amy, 5 Amy, 6 Amy, 7 Jason

Activity 3- Clarification (10-15 minutes) • To clarify the meaning, form and pronunciation of the target language

Distribute worksheet to each ss. Focus attention on the grammar focus box. Point out that we use the simple past to talk about actions that happened in the past. Elicit or explain the pattern for positive and negative simple past statements by writing the form on board. EX. Postive: Subject+ simple past form of verb , ex. I + studied. Negative: Subject + didn't + base form of verb ex. I + didn't + study. Elicit or explain that didn't is the contraction of did not and did is the past form of do. Point out that we use didn't for all subjects. Explaining the rules for Regular simple past verbs- Point out that all verbs in the grammar box end in -ed. focus ss attention on the spelling column. Explain these rules for spelling regular simple past verbs. Write on board using examples. 1. most verbs add -ed (ex. watched) 2. verbs ending with e, add d. (ex. exercised ) 3. verbs ending with a consonant + y, change y to i and add -ed. (ex. studied) 4. some verbs ending with a vowel + a consonant, double the consonant and add -ed. (ex. shopped) Activity A- Explain the task and model the first sentence. Point out that ss should use the verbs in the parantheses. SS complete the task INDIVIDUALLY then compare with a partner. T writes answers on board. Ex B Explain the task and model the first sentence. Emphasizing the sentences are simple past tense. ss complete sentences in pairs and T writes answers on board.

Activity 4 (8-10 minutes) • To concept check and prepare students for more meaningful practice

Activity 4A & B Focus ss attention on the chart. T explains and writes pronunciation rules on board. words that have an -ed have 3 different sounds. /t/, /d/, and /Id/ T explains task. T plays audio track 26 and 27. ss listen and complete the task individually, ss check in pairs. T elicits answers from the ss. /t/- worked, watched, cooked shopped /d/- cleaned, stayed, exercised, listened /Id/- invited, visited, needed, waited

Writing Practice (8-10 minutes) • To provide students with controlled practice of the target language

T explains task to ss. T distributes Handout titled "Last Weekend" ss must write 5 things they did and 5 things they didn't do last weekend. (referring back to activity 3 for help) T demonstrates with model sentence on handout. ss will work INDIVIDUALLY. ss will then discuss their answers in groups. T monitors ss and helps with vocabulary and spelling as needed.

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