For my lead-in, I will print a worksheet with four photos on it. The photos will be of people playing football, walking in a park, watching a movie, and eating tacos. Underneath the photos the captions will use the past simple to describe them: Played football, Watched a movie, Walked in a park, Ate tacos. I will give the students 2-3 minutes to answer two questions: 1. Which activity they like the most? 2. When is the last time they did this activity? The aim of this stage is to get the students talking and contextualize the lesson around travel/doing activities. Although I will show them the past simple, that is really just because the second question is regarding past actions. I don't actually care if they use the target language here and won't mention it all myself. If they do naturally then that is fine. Here we are assessing the students' ability to speak to one another (fluency practice) as well as their ability to use the past simple, if at all. That is being assessed by question #2.

For the exposure, I prepared a short text containing SIX verbs in the past simple (4 regular and 2 irregular) presented in a story about a trip to Oaxaca. I put the text onto a postcard to further drive home the theme of travel. The text is given below: Last week, I went to Oaxaca with my friend Ana. We walked in a big park, ate tacos al pastor, and played football. That night, we watched a scary movie on Netflix. The students will have two easy gist questions (Where did I go? What did I eat?) and then an intensive task. The intensive task will be asking the students to find all of the verbs being used in the text. I will underline two and write those into the worksheet for them, so they will just need to find the last four. Here we are assessing students' reading comprehension ability and testing their knowledge of form by asking them to find and write the given verbs.

My meaning section will be relatively simple for this lesson. As the students are identifying the six verbs from the text, I will write one or two marker sentences on the board. To test meaning, I will ask short CCQ's such as "Is this now or before" while making hand gestures over my back and "Is it finished or still happening"? Once the students answer these, I will pass out the next worksheet which has a nice visual timeline showing that we are dealing with past events. I'll have the students read it out loud then ask another CCQ and move on to the form section. For form, I will take the six verbs from the text and write them in their base form. I will have the students work together in pairs to write them in the past simple form. When they're done we will check our answers as a class. Underneath this section, will be a circle the correct answer section to complete the rules for regular verb endings. I will then ask the students to group the verbs into regular and irregular. The focus area for pronunciation is primarily the /d/, /t/, /Id/ endings. Because of the level of the students, I won't explain the rules for when we used each ending. Rather, I will just focus on pronunciation through modeling and repeating drills. Students will do this individually and as a group. Additionally, we will do sentence stress with at least one of the marker sentences. Time permitting, we will do two. In this section we are assessing if students know that the past simple is referring to events in the past rather than the present or future. We are also assessing if students can identify and sort regular and irregular verbs in the past simple and whether students can correctly pronounce all three ending types and identify word stress in sentences.

For controlled practice, the students will be given a story similar to the text-work in our exposure stage. There will be six blanks to fill with the base verb given in parentheses. The students will conjugate the base verbs into the past simple. They will be given the same six base verbs from the original story and that we have been working with throughout the lesson. In the controlled practice we are assessing if the students understood the exposure and clarification stages. If they did, they will complete the practice with little to no errors. If they did not, we will know that we need to double back to the MFP and further drill down on the meaning and form, specifically. Only if the students show they understand the controlled practice will we move on to free. Students will work individually, then confer with a partner, and then share their answers out loud.

For free practice I have designed a guided speaking task that gives the students a choice in what they say but provides an outline for how to say it. I am doing this so that the weaker students, Sandy and Kevin, can produce more language rather than sitting in silence as they often do when given open-ended questions. They will be given 3-4 locations, 3-4 travel partners, and 4-5 activities to do on this trip. For example, if they pick the beach, brother, and walked in the park, they could produce the following "I went to the beach. I went with my brother. We walked in the park." Because there are multiple options, there are numerous choices they could make and stories they could tell. Students will swap partners every 3 minutes. In this section we are assessing speaking fluency and to a lesser degree we are assessing the students' understanding of the target language. But the main aim is to get the students talking.

This time will be used to fix errors and also highlight positives that I overheard during the free practice. If students mis-conjugated or mis-used the past simple, I will write an example on the board and elicit the mistake from the group. I will also take note of good examples of the past simple I heard and highlight them here as well.