Grammar, Reading and Speaking
Grade 4 - A2 level


In this lesson, students will practice reading with a short text and activities, but we will mainly focus on grammar, the Past Simple Tense, with the help of various activities that flow controlled to freer.


Abc Gap-Fill Handout
Abc Video 2-
Abc Video 1 -
Abc Pieces of paper that paragraph's of the text are written on them.
Abc Pictures
Abc Reading Text
Abc Blank Paper

Main Aims

  • By the end of the lesson, Ss will be able to narrate a past activity-event, using simple linking words and/or/but and sequencing words and using simple descriptive language to add interest.

Subsidiary Aims

  • To provide fluency speaking practice in conversation and discussion in the context of daily activities.
  • To provide gist and scan in the context of daily activities.


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

-Greet the Ss. -Ask Ss: How are you? How are you feeling? -Show PPT ‘Daily Routines’ is written. -Ask them this question; What comes to your mind when I say 'Daily routines'? What are we doing in our daily lives? -Elicit the answers. -Tell them what you did today with using your gestures and body language. For example; Today, I woke up at 8:00. I washed my face and brushed my teeth. I combed my hair. I visited my friends. We walked down to the school, and there were a lot of cats and dogs on the street.One of the cats was very cute. When I arrived at school and started my lessons.

Exposure (4-5 minutes) • To provide context for the target language through a text.

- Show the paragraphs of the text written on different papers. -Ask students to read quickly and put them in order with their partners and match with the pictures. -Give 2 minutes. -Ask ICQs: Are you going to put the paragraph in an order? Yes Do you have 2 minutes? Yes -Give the papers. -Ask Ss to check their answers with other pairs next to them. -Show the correct form of the text. -Ask Ss whether is there a problem or not.

Highlighting (3-4 minutes) • To draw students' attention to the target language

-Show the full text to Ss. -Ask Ss to read the text individually and underline the past form of the verbs. -Underline the first one as an example. -Give 3 minutes. ICQs: Do you have 2 minutes? No, 3 minutes. Do I want you underline what she did today? Yes, the past verbs. Are you working alone? Yes. -Give the text. -Give Ss chance to check their answer with their partners in 1 minutes. -Elicit the answers and ask Ss to come to board one by one and underline the past form of the verbs and check with WC.

Clarification (14-15 minutes) • To clarify the meaning, form and pronunciation of the target language

-Try to elicit the structures of past simple tense. -Provide meaning with showing a timeline via PPT and ask: -Show 'now' on it and ask CCQs When did she do those actions? Now, in the future or in past? Is she brushing her teeth now? No, it is in the past. -Ask them what the difference is in these verbs to provide form. They will probably point to '-ed'. -Tell SS 'So if we are talking about the past we use the verb' and stop for a second, underline the -ed first and try to elicit from Ss. -Then tell Ss that we add '-ed' for past form of the regular verbs. Also, point out that we can say V2 for this. -Tell Ss that what if there is -y at the end of the verb, wait again and try to elicit after then tell them we add –ied. -Write the base forms and V2 to drill and show the difference. -Repeat and drill the verbs for pronunciation. -Show the video and ask them to repeat the song with verbs that they have learned. It can also provide correct pronunciation for Ss. -Ask CCQs to check what they have learned: -To talk about the past, for example; yesterday, which form of the verb are we using?-ed form or v2. * -Show PPT ‘To Be’ and present simple example sentences written. -Tell them we use am, is, are while talking about now. -Ask Ss: What are we using for the past like am, is, are? -Try to elicit this information about was-were with underlining them in the text. Give Ss some clues. -Show the rules on PPT but there are gaps in it. -Ask Ss to discuss and fill in the blanks in the rules with their partners. For example; I - was, you -were. -Give 2 minutes. -Play the song about 'Was-were' and ask Ss to repeat the song. CCQs: What do we use for 'I'? Was What do we use for ‘they’? Were

Controlled Practice (5-6 minutes) • To concept check and prepare students for more meaningful practice

-Show the handout. -Ask Ss to fill the gaps with past form of the verbs and match the sentences with pictures individually. -Give 3 minutes. ICQs: Do you have 5 minutes? No, 3 minutes. Are you going to write past form of the verbs? Yes. Do I want you to match the pictures? Yes. -Give the handout. -Give 1 minutes to check their answers with their partners next to them. -Elicit and check their answers with WC. -If there is an error, make delayed error correction after the activity.

Free Practice (6-7 minutes) • To provide students with free practice of the target language

-Ask Ss to work in pairs and ask each other; What did they do yesterday? -Show the question on board via PPT. -Give 3 minutes to talk and discuss. ICQs: Are you going work in groups? No, in pairs. Do you have 2 minutes? No,3 minutes. -Give pieces of papers to Ss to make notes. -Change their partners and ask Ss to tell the new partner what the previous partner did yesterday. -Give 2 minutes for this. -Give examples such as 'Ayşe played volleyball yesterday.' -Monitor them and note their mistakes. -Make delayed error correction. -If they will make mistakes, write them on board as it is and ask Ss; Is there a problem with this sentence? -Try to elicit the correct sentence. -Correct their pronunciation mistakes. -Repeat and drill the correct pronunciation of mispronounced words.

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