Niteliksiz Adam Niteliksiz Adam

Pronunciation and Speaking Lesson with Past Simple
Pre-Intermediate level


In this lesson, students repeat the simple past tense regular verbs forms with a pronunciation part and a speaking part. The lesson starts with learning the differences between /t/ and /d/ in past forms of the verbs and continues with two speaking tasks. The first speaking task is about teachers and their students. The second task is about teachers they really liked. The lesson finishes with feedback and correction.


Main Aims

  • To provide Ss with practice in speaking for fluency and accuracy in personal interviews about a favourite teacher

Subsidiary Aims

  • To provide review of the past simple tense in the context of schools and teachers


Warmer/Lead-in (3-5 minutes) • To clarify the pronunciation of the target language

1. Ask common questions like 'Did you miss me?', or 'How was your week' to break the ice. 2. Write the verbs 'open', 'love', 'try', 'want' and 'decide' on the board. Ask the students to work in pairs and find out the past simple forms. Give them 2 minutes. 3. Ask the students to say the past forms of these verbs out loud. Write them on the board. Check if they are true by asking students. Write "-ed"s with different colours. 4. Drill them chorally first to make them understand the difference between /t/ and /d/. Then drill them individually.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through explaining/listening

1. Show the students the material 'pronunciation practices 1, 2 and 3'. Explain to them how to do exercise 2 by saying 'Look at exercise two. Do you recognize them? Now, work in pairs. There are two categories and eight verbs. There are six verbs with Extra Syllables, and there are two verbs with No extra syllables. Put them into the correct category.' To demonstrate, show them two examples by using the verbs given in the first exercise. Give them 4 minutes. Monitor them without interfering. 2. Ask the students to write them on the board voluntarily. Check the answers with the students by listening to the audio in exercise 3. Drill one more time chorally and individually to give feedback.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

1. Show the students the first page of the 'pictures for the speaking activity' material by projecting. Ask them these questions: 'Do you recognize them? If yes, How many of them?'. 2. Ask them to think about the relationship between each people in those pictures. Tell them to work in pairs and discuss the relationship between them in two minutes. Monitor them without interrupting. After two minutes, encourage the students to tell their opinions and discuss it with the whole class. Give feedback about the relationship and tell them what kind of teachers they were. 3.Ask them to focus on the second page of the same material projected. 'Who are these people? How was their relationship like? Was it good? Was it challenging?' After asking these questions, give students two minutes to discuss in pairs. After two minutes, listen to their ideas and give feedback about the relationship.

Productive Task(s) (10-15 minutes) • To provide an opportunity to practice target productive skills

1. Tell the students to listen to you carefully and explain the story between you and your teacher in the picture. While explaining the story, try to use the phrases given in listening exercise 2 the previous lesson. After telling your story, Show them the 'speaking activity 2 and 3' material. Tell them to work in pairs and ask their peers the questions given on the materials and write the answers on their papers. After handing out the materials, write the useful phrases on the board to be a reminder for them. Give them 10 minutes to come up with the answers. Monitor and interfere if necessary. 2. Ask the students to talk about their friends' teachers they really liked. Give students feedback.

Feedback and Error Correction (5-7 minutes) • To provide feedback on students' production and use of language

Write some sentences on the board which would be the mistakes of some students. Ask the students to correct the sentences and give short feedback about the sentences. Reformulate, if necessary.

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