Dario De Santis Dario De Santis

Past simple of regular verbs
Elementary level


This is a grammar lesson about the past simple of regular verbs. The lesson will start with highlighting the past simple verbs in a text they have been exposed to in the previous lesson. The clarification of MFP will occur through a guided discovery handout, after which Ss will have some controlled practice. The lesson will finish with a freer speaking practice and some language feedback about the students' output.


Main Aims

  • To provide clarification and practice of the past simple of regular verbs in the context of travel

Subsidiary Aims

  • To provide accuracy speaking practice, asking and answering questions in the context of travel


Lead-in (2-3 minutes) • To set lesson context and engage students

Ask a few questions to link the lesson to the previous one and help Ss to recall the dialogue they had previously analyzed: "Did you have a break?" (yes, we did). "With Melis, did you listen to a dialogue?" (yes, we did). "Did Walter and Thelma remember the tickets?" (yes, they did). Did they remember the passports? (no, they didn't).

Highlighting (5-6 minutes) • To draw students' attention to the target language

Show Ss the script of dialogue (1.78). Elicit one example of past simple e.g. "did you turn off?". Tell Ss to circle all the past simple verbs in the text (12 in total). Give them only the first page of the handout. Monitor & prompt. Allow peer-check. Get early finishers to mark the verbs on the board (more than one S at a time).

Clarification (10-12 minutes) • To clarify the meaning, form and pronunciation of the target language

Give instructions supported by examples for the exercises on p. 2 of the the handout. First they put the circled past simple verbs in the chart dividing them in + affirmative (6) / - negative / (3) ? question (2). Allow peer-check, get FB to write answers on w/b. Ss do ex. number 3. (affirmative past simple). Peer check & FB. Highlight the rule to form the past simple of regular verbs (we add -ed) Ss do ex. 4. (questions). Peer-check. During FB highlight the rule: we use "did" before the subject (I, you, they). Ss. do ex. 5. Peer-check. During FB highlight the rule: we use "didn't" after the subject and before the verb. Elicit that we can also use "did not" (more formal). Pronunciation 1) Give instructions while pointing at the slide on the w/b: in which group do we pronounce -ed as an extra sound /ɪd/? Play the recording. Ss listen and circle A or B. Allow time for peer-check, then check answers. 2) Tell Ss to complete the rule. Check answer and provide clarification if needed. Underline the "t" and "d" in wanted and ended. 3) Play the recording again or say the verbs (packed, opened, watched). Ss do the ex. peer-check, check answers. Blank out the projector, model and drill. 4) Give instructions for ex. 4. Give an example using one of the previous verbs (e.g. wanted). Ss do it in pairs. Monitor & prompt. Then play the recording and elicit answers, writing them on the board.

Controlled Practice #1 #2 (10-12 minutes) • To concept check and prepare students for more meaningful practice

Give instructions with an example for controlled practice 1 (gap filling). Ss do it in pairs. Monitor & prompt. After peer-check get FB on w/b. Use the same procedure for controlled practice 2 (question formation and short answers). During FB try to encourage self-correction (fingers, intonation, choices).

Free Practice (10-12 minutes) • To provide students with free speaking practice of the target language

Show Ss the slide for the mingle activity on the w/b. Give a demo. Give handouts. Get them to stand up and carry out the activity. While monitoring take notes of TL errors. Prompt if necessary. Provide delayed language FB on the w/b encouraging self-correction.

Web site designed by: Nikue