Hossein Hossein

Beginner, A1 level


In this lesson, students practice speaking about the past using simple past tense. The lesson starts with a questionnaire about last weekend's activity. Later there is a grammar review. Then the students learn to express themselves better using a set of phrases and later there is a controlled practice. The last exercise is a freer practice about speaking.


Main Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of last weekend activities

Subsidiary Aims

  • To provide review of simple past in the context of weekend


Warmer/Lead-in (3-5 minutes) • To set lesson context "What did you do last weekend?"

The teacher starts by showing a few activities and asks Ss what the people did last weekend.

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

The teacher gives the students a questionnaire about their last weekend. The students ask the questions from a partner and then report back to the class what they have found out.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive task of using simple past and functional exponents

The teacher gives a handout to the class and asks the students to do it. Later he gives the answer key to the students and asks them to check their answers. Then the teacher introduces the functional exponents using a model conversation and uses CCQs to introduce the meaning and then drills the sentences.

Productive Task(s) (15-17 minutes) • To provide an opportunity to practice simple past and functional exponents

The teacher uses the questions of exercise 6 to form pairs and get the students ready for the conversation. The teacher gives each student either the question or the answer and uses colors to help students find the right answer and later checks to see if the pairs are correctly made. Then he points to the model conversation which is being shown on the WB using the projector and asks the students to make conversations similar to that. The teacher should monitor the activity and note the error for a delayed error correction.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of simple past and functional language

The teacher asks for W/C feedback and also talks about the errors he heard during the previous stage.

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