Mohamed Elsharkawy Mohamed Elsharkawy

Unit 6 – The Past (A1-A2) Lesson Plan
Beginner (A1-A2) level

Description

Lesson Objectives (Unit 6 – Last Weekend) By the end of the lesson, students will be able to: talk about activities they did last weekend using the past simple tense use was / were and did / didn’t correctly in simple sentences and questions use common time expressions (last weekend, yesterday, on Saturday, last night) understand and respond to questions about past experiences participate confidently in guided and free speaking activities about past events

Materials

Watch?v=owojpxrlohw?size=16&default=html Speakout

Main Aims

  • To provide fluency speaking practice in a Brief Presentations in the context of Last weekend

Subsidiary Aims

  • To provide accuracy speaking practice in a Brief Presentations in the context of last weekend

Procedure

Warmer: Weekend Brainstorm (3-5 minutes) • To relax students, build rapport, and prepare them mentally for the topic of last weekend.

The teacher greets students and asks a light question (e.g. How are you today?). The teacher asks students to call out words they connect with weekend. The teacher writes key words on the board and reacts positively. No correction at this stage.

Lead-in: Last Weekend Chat (5-7 minutes) • To activate students’ background knowledge of past events and create interest in the topic of the lesson.

The teacher writes “Last weekend” on the board. The teacher asks simple questions (e.g. What did you do last weekend?). Students first think individually, then share answers with a partner. The teacher elicits a few ideas and writes key verbs on the board.

Pre-Teaching Vocabulary: Weekend Activities (5-7 minutes) • To clarify key vocabulary needed for understanding the listening text and completing speaking tasks.

The teacher presents target vocabulary using pictures or mime (e.g. visited, watched, played, stayed at home). Meaning is checked using CCQs (e.g. Did I go out or stay inside?). The teacher drills pronunciation chorally and individually. Words are written on the board with example sentences.

Exposure: Listening for Gist: Last Weekend Interview (5-6 minutes) • To expose students to natural use of the past simple and time expressions in context.

The teacher sets a gist question (e.g. Did the speaker have a good weekend?). Students listen/watch once without taking notes. Students answer the gist question individually, then check in pairs. The teacher confirms answers with the class.

Highlighting and clarification: Noticing Past Simple Verbs (8-10 minutes) • To help students notice the form and meaning of regular and irregular past simple verbs.

The teacher provides sentences from the listening text. Students underline past verbs individually. In pairs, students decide if verbs are regular or irregular. The teacher checks answers and clarifies meaning using a timeline.

Controlled Practice: Past Simple Gap Fill (8-10 minutes) • To practice forming the past simple accurately in a controlled way.

Students complete sentences with the correct past form of verbs. They work individually first. Students check answers in pairs. The teacher conducts whole-class feedback.

Controlled Practice: Past Simple Questions (6-8 minutes) • To practice forming yes/no and wh- questions using did.

The teacher models a question on the board. Students transform statements into questions. Students check answers in pairs. The teacher provides feedback and drills pronunciation if needed.

Semi-Controlled Speaking: Find Someone Who (Last Weekend) (10-12 minutes) • To practice asking and answering past simple questions with some communicative freedom.

Students receive a worksheet with prompts (e.g. watched a movie, visited family). Students ask classmates questions using Did you…? They note names and answers. The teacher monitors and supports.

Freer Speaking: My Last Weekend (10-12 minutes) • To develop fluency and allow students to personalize language using the past simple.

Students work in pairs and talk about their last weekend using prompts. The teacher monitors and notes errors. No interruption during speaking.

Delayed Feedback and Error Correction (5-7 minutes) • To improve accuracy by correcting common errors noticed during speaking.

The teacher writes selected errors on the board. Students correct them together. The teacher confirms correct forms and praises good language use.

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