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In this lesson, students will practice the meaning, form, and use of the affirmative and negative form of the past simple tense in the context of 'What happened yesterday?'. Students will be first presented with a story and do an ordering activity to become familiar with the context. Then they will be introduced to the target language and its characteristics. After the clarification of the target language, students will do a controlled gap-fill exercise in an interesting context, and then try to complete the story in the same exercise as a semi-controlled activity in groups using the target language.


Abc WB
Abc Flashcards (board race)
Abc HO4 (Act4: story completion)
Abc HO2 (Act2: table)
Abc Flashcards (warmer)
Abc HO1 (Act1: pictures & sentences)
Abc HO3 (Act3: gap-fill + answer key)

Main Aims

  • To introduce and clarify the affirmative and negative form of the past simple tense and the forms of some regular and irregular verbs in the context of 'What happened yesterday?'

Subsidiary Aims

  • To provide students with a semi-controlled product writing practice in the form story completion using the past simple tense in the context of 'What happened yesterday?'


Warmer (3-4 minutes) • To set the context, create interest in the topic and engage students

1. T greets everyone and commences the session 2. T sets up the context with the help of Ss: (T is mostly silent at this stage) - T writes "Last night..." on WB - T sticks 2 faces on WB and draws their bodies (a couple/the guy was home late last night, his wife got mad at him) - T asks for their names, Ss name them - T asks "What happened last night?" Ss give some answers - T draws a picture of 'a clock' on WB and asks "Now, what do you think?" - T elicits "He was late last night."

Lead-in (5-6 minutes) • To introduce and expose the students to the TL in the form of a very controlled task

1. T sets up Activity 1: - T takes the flashcards and paper strips - T says: "Now we want to see what happened that he got home late last night." - Here I have some pictures of the things that happened to him - and some sentences here - Work with your partner and put the sentences and the pictures in the correct order -> T ICQs if necessary - 2 minutes 2. Ss start looking through the pictures and matching them with the sentences in pairs 3. T draws a table (Subject/Past verb/...) on WB to highlight the marker sentences later on 4. Once the first pair finishes, T asks one of them to write the first sentence on WB in the table 5. T asks other pairs to write the rest of the sentences on WB one by one (this increases Ss' involvement in the process of introducing the TL) 6. T asks for WCFB: "Are they all correct?" -"Yes"

TL Clarification: Meaning & Form (4-5 minutes) • To elicit and clarify the meaning and the form of the TL by asking concept check questions

[minute 10] By now, Ss will have understood that they are going to learn about the past tense of the verbs today because the time in the context is 'Last night/evening...' and the story is about the chain of events that happened to the guy that made him get home late. 1. T CCQs the meaning and the form: - "Did these things happen today or yesterday?" - "Yesterday" - T draws a timeline and asks "Are they in the past or present?" - "Past" - "Do they happen everyday to him?" - "No" - "Are they finished actions?" - "Yes" - "Are all the sentences positive?" - "No" - "Which one is negative?" - "He didn't have any money." - "How do you know, what is different in this sentence?" - "didn't" - "If he didn't have any money, could he take a taxi?" - "No" - "When we use 'didn't' do we use a past verb or an infinitive after it?" - "an infinitive" - "Can I say 'He didn't had any money'?" - "NO teacher, leave us alone!" - Great! 2. T moves on to the next stage (CCQs are inspired by an article from British Council's Teaching English website: http://www.teachingenglish.org.uk/article/checking-understanding)

TL Clarification: Pronunciation (3-4 minutes) • To practice the pronunciation of some of the past verbs

[minute 15] 1. T drills each sentence first as separate chunks and then as a whole I decided to skip pronunciation rules for regular past verbs at this stage of the course as the time of the lesson doesn't allow me to elaborate on this area. However, I will monitor the students throughout the lesson to correct any inaccuracies in pronouncing -ed endings.

TL Clarification: Regulars vs Irregulars (4-5 minutes) • To raise students awareness about regular and irregular verbs and give them a chance to differentiate them

1. T sets up Activity 2 (This task allows Ss to discover the difference between regular and irregular past verbs by themselves): - Now, here we have some past verbs in the box and a table down here. - Some of the verbs here are 'regular verbs', it means they get '-ed' in the past form, and some of them are 'irregular verbs', it means they usually change in the past tense. - You need to put the verbs in the right place in the table - Work alone -> T ICQs if necessary - 2 minutes 2. Ss start figuring out the task and notice the difference between regular verbs and irregular verbs. They may seem a little puzzled at first, but they will get there in the end. 3. T asks for pair check 4. T asks for WCFB and provides further clarification if necessary

Flexistage: Board race (0-0 minutes) • To provide students with some other past forms of the verbs

I originally thought of this task as a facilitators for later activities, but it's highly unlikely that I will get time to do it in the lesson. Alternatively, I will provide students with a handout containing some verbs and their past forms in the semi-controlled stage. 1. T sticks 2 sets of the infinitive form of some verbs on WB 2. T forms 2 groups and puts them in line: - Each of you will have the past forms of the verbs that are on the board - I put them here on the chair - The first person in the line will take one card and match it with the verb on the board - Then you go to the end of the line - You repeat this until you finish all the cards - It's a race, whoever finishes first wins this box of chocolate! - When you are finished say Bingo! -> T ICQs if necessary - Ready, steady, go! 4. Ss compete and finish the race 5. T gives their prize! 6. T gives FB and drills the verbs

Controlled Practice (6-8 minutes) • To provide students with a controlled task to prepare them for a more meaningful practice

[minute 24] 1. T sets up Activity 3: - Here we have an interesting story - Look at the picture here, what do you think the story is about? To elicit "aliens" and "flying-saucer". (T may CCQ: "Do aliens come from space?" -"Yes"/"Do they come ride a flying-saucer?" -"Yes") - Now, I want you to read the story and put the verbs in their past forms in the gaps - Work alone -> T ICQs if necessary - You have 2 minutes 2. Ss start reading the story and doing the task. Although the passage may be a little challenging for them, the pictures in the story will help them understand the gist of it. 3. T asks for pair check 4. T provides the answer key

Semi-controlled Practice (15-17 minutes) • To provide students with a chance to produce the TL/To provide correction on TL

[minute 32] 1. T forms groups of 3 or 2 2. T sets up Activity 4: - Now I want you to work in your groups - You are going to use your imagination to complete the story in Activity 3 - "When did the story happen?" - "Yesterday evening" - "What do you need to use present or past verbs to write your story?" - "Past verbs" - Good. I want all of you to think in your group and share your ideas - But one of you should write your story on this paper (HO4.1) - I also give you these flashcards (HO4.2) with some verbs and their past form. You can use them in your stories. - You can also use your dictionaries if you want. - Use clear handwriting - Don't forget to write a name for your group up here (HO4.1) -> T ICQs if necessary - You have 5 minutes, work fast! (Teacher is a bit worried because the task is challenging and she needs to have enough time for correction at the end.) 3. Students start brainstorming and writing down their ideas 4. T sign-posts 3/2/1 minute 5. T swaps the stories and asks other groups to read them - 2 minutes 6. T asks each group to read the stories for the class 7. T provides feedback and late correction 8. T wishes everyone success and finishes the session. FINALLY!

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