Sharareh Yaghoobi Sharareh Yaghoobi

Teaching Practice 4- Grammar (Past Simple Affirmative regular & irregular verbs)
A1 level

Description

In this lesson, Ss will get familiar and practice the Past Simple. The context will be set by a transcript from a listening track about the things three people did last weekend and then it will move to highlighting and clarification and finally to some speaking practice stages moving from controlled to free practice.

Materials

Abc Handout F
Abc Handout E
Abc Handout D
Abc Handout C
Abc Handout B (Listening track transcript)

Main Aims

  • The aim of this lesson is to provide clarification and practice on the language target 'Past Simple Affirmative (regular and irregular verbs)' which will end with some free speaking practices.

Subsidiary Aims

  • To guide the students to use the target language, Past Simple Affirmative, through GW, OP and PW speaking activities.

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T greets the students and checks to see if any new Ss have joined the class since the last TP. As a warm-up to the lesson, T will show some images of daily action verbs, such as get up, watch, go and cook using the projector. T will elicit answers from the students to see how much background knowledge they have.

Exposure (3-4 minutes) • To provide context for the target language through a listening track transcript

T will show HO B to the students. Having done a warm up on the verbs, the students now will be asked to individually underline the verbs they see in the text. T will ICQ: "Will you underline names of people?" [No] T will give the Ss the handout and ask them to do it in 2 minutes. Then the T will ask the Ss to check their answers in pairs and nominate some Ss to elicit some answers.

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

T will ask the Ss to look at HO B again. T will put the following sentence on the board: "I talked with my mom last night." T will CCQ: "Is this about now? Future? [Past]" "Why do you say past?" [last night] Teacher will say that 'last night' is a time expression. T will ask Ss to underline past time expressions in HO B in 2 minutes. Ss will peer check their answers in pairs and then T will elicit some answers WC. Then, T will show the Ss handout C sets. T will give simple instructions on how the students will match the Past Simple verbs with their base forms on HO C in groups. T will ICQ: "Are you going to write? Are you going to work alone?" T will put Ss in groups of three, hand them HO C and tell them they have 2 minutes to match them. After everyone is finished, T will ask the Ss to stand up to go and check if the other groups have gotten the answers correct.

Clarification (7-8 minutes) • To clarify the meaning, form and pronunciation of the target language

T will put two sentences from the transcript on the board: On Saturday I got up late. In the morning I just stayed at home. T underlines the two Past Simple verbs in the sentences: got up and stayed. T draws Ss' attention to the verbs and asks if they are both talking about the past. T put each verb on a different side of the board. T tells the students they are both past but different because one has -ed and the other doesn't. T gives a marker to two students in the class and asks the Ss to each write one verb under the verbs the board using HO C for help.Once Ss are aware of the regular/ irregular classification,T puts the form of the TL on the board: Subject pronoun (I, You, He, She,..) + Past Simple verb T models the following sentence using a regular verb: "Yesterday, I stayed at home." T then gives phrases (activities) eliciting full sentences. For example: Yesterday I ................... . (cook dinner) [Yesterday I cooked dinner] T will do this with some of the verbs introduced to the Ss in HO C. T will control how the Ss pronounce the verbs to see if they need to be reminded of how they need to pronounce the -ed in regular Past Simple verb.

Controlled Practice (5-7 minutes) • To concept check and prepare students for more meaningful practice

T will how HO D to the students. T will give them instructions on how to fill the sentences using I and a Past Simple verb. T ICQs: "Are you going to write about present?" [No] T will give each S a handout and tell them they have 3 minutes to complete the task. After they are done writing, T will ask them to switch their papers with someone beside them and check f their classmate has any mistakes. T will nominate Ss and elicit answers.

Semi-Controlled Practice (5-7 minutes) • To concept check further and prepare students for free practice

T will put a model sentence on the board: "Last weekend I went home early." T will ask the Ss "What did you do last weekend?" T will show HO E to the Ss. T will tell the Ss they have to write 3 sentences about themselves like the model sentence. T will ICQ: "How many sentences are you going to write?" [Three] "Are you going to write about Sherrie?" [No] T will give each S a handout and tell them they have 4 minutes to write the sentences. Once they are done writing, T will ask the students to check their sentences in pairs and correct mistakes if they find any. T will nominate a student or two and elicit sentences.

Free Practice (6-8 minutes) • To provide students with free practice of the target language

T will show HO F to the Ss. T will model the activity by going to a student ans asking: "What did you do yesterday?" T will pretend she's writing the name of the Ss and his answer on the HO. T will put the students in 2 groups to do the activity by doing onion ring technique. T will give each S a HO and tell them they should move around and talk to at least 4 people. T monitors and takes notes of potential mistakes to be corrected later. Once they are done, T nominates Ss to tell the class about what one of their classmates did over the weekend.

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