Ali Farzadian Ali Farzadian

past simple lesson
A1 beginner level


In this lesson students learn about past simple positive through guided discovery based on a reading text in which three people explain what they did at the weekend. The class starts with a short conversation about the weekend and then the students read the text to find out about those 3 people. this is followed by clarification on meaning form and pronunciation and finally the students mingle around the class to find some one with a similar weekend.


Abc verb cards

Main Aims

  • To provide clarification and practice of the past simple positive in the context of weekend activities

Subsidiary Aims

  • To provide gist and detailed reading practice using a text about Last Saturday in the context of weekend activities
  • To provide fluency and accuracy speaking practice in a conversation in the context of wee


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

I will start the lesson showing three pictures of what I did at the weekend and ask them to predict whether I did them on Saturday or Sunday. Then the students share whether they did the same things or not with their friends in small groups. I use visuals to introduce 3 verbs (cook, watch and go to the gym) because they might find visuals more interesting.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

I will give them three paragraphs printed on separate sheets to do a jigsaw reading in order to find and share information about 3 other people. This is followed by a True-False activity through which students are exposed to TL more explicitly.

Highlighting (2-4 minutes) • To draw students' attention to the target language

Three true sentences from the previous activity are chosen and put on the board as marker sentences and students compare them with present tense to discover the difference.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

I will put marker sentences, chosen from the previous True False activity, on the board. I will write the verbs (regular) in a different colour. Then students answer some questions in pairs, eliciting the meaning and the form. 1) Is it about everyday or just Saturday? ( just Saturday) 2) Is it about past time or now? (past time) 3) Is the verb the same or different in past? (different) 4) What happened to the verb? (+ed) This will be followed by some repetition and clarifying pronunciation. Then three other sentences with irregular verbs will be put on the board followed by some questions to elicit the form. Again students will answer the questions in pairs followed by feedback. 1) Is the sentence about past or present? (past) 2) DO you see "ed" in the end of the verb?(No) 3) Are they normal verbs?(No) Then I will give them some pronunciation practice through choral and individual repetition drills.

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

Students check the text to find and underline some more past verbs. In pairs they make a list of past verbs from the text and put it in a table on the board. I will elicit the base form of the verbs. Then I will give them a set of cards consisting of base forms and their past tense. students mingle to find their match and post the the cards on the board in two different parts (regulars and irregulars). ICQs for this part: 1) Do you show your card to others? (No) 2) Do you find a person with a the same verb? (Yes) 3 Do you post your cards on the board? (yes)

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

I will give them an exercise from the book to complete the sentences with I or we. then mark them with True or False. then in pairs they play a guessing game in which they say the sentence and their partner guesses whether it is true or false. The person with more correct guesses is the winner. This is followed by feedback and error correction.

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

I'll ask the students to go around the class and talk to other classmates to find someone who did 3 similar things on their weekend. Students talk and I monitor to collect feedback and error correction.

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