Jane Louise Chatterton Jane Louise Chatterton

Elementary level


In this lesson the students will find examples of the past simple from the audio that was done in the last lesson. They will practice the pronunciation and the form of the sentences. Then, they will do some speaking practice based on the past simple.


No materials added to this plan yet.

Main Aims

  • To provide practice of past simple tense in the context of describing a past holiday.

Subsidiary Aims

  • To develop students' skill in speaking in the context of past events.


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

Introduce myself and ask them who my husband is. Ask each person to introduce themselves quickly. Show a picture of the couple and ask them. Where were they going? What did they pack? What did they forget to pack? Where are Mr & Mrs Thompson now?

Exposure (0-0 minutes) • To provide context for the target language through a text or situation

Students were exposed to the language in the previous lesson.

Highlighting (2-4 minutes) • To draw students' attention to the target language

Teacher writes some example sentences on the board with the verbs missing. Teacher explains to the students that they will use the tapescript of the audio to find the missing words. (look for the word and write it down) Teacher hands out tapescript. Students in pairs complete and the teacher elicits the answers.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Teacher elicits the rules. For positive sentences, what do we write? subject + verb+ed For negative sentences, what do we write? subject + didn't (did not) + verb Can we write... she didn't remembered...? No For questions, what do we write? Did + subject + verb..? Can we write... Did she remembered..? Short answers- Which one is correct? Yes, I remembered / Yes, I did / Yes Pronunciation Teacher explains and shows on the board the three different pronunciation forms in a table. Teacher models the sound and Identifies the ending sound and places it in the correct section for ' wanted', 'remembered' and 'packed' Students continue in pairs to identify the endings to the other words. Teacher models the rest of the sounds so students can check their answers. Teacher elicits from the students what consonants we have with each sound. Teacher models the words, and then drills the class chorally and then individally.

Controlled Practice (3-5 minutes) • To concept check and prepare students for more meaningful practice

Students complete a gap-fill exercise individually to practice using the past tense forms. Students check with their partner. Teacher puts the answers on the walls around the room. Students must go and find their answers.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

Students create questions with the guidelines given. Students check their answers in pairs. Teacher shows the answer key to the class. Teacher tells students they will ask each other the questions and the other person will give short answers. Teacher checks with ICQs Will you write or speak? Speak Who will speak? Will you answer with short answers or long answers? Short answers Students will speak together and them swap the roles.

If time - semi controlled practice (3-5 minutes) • to allow students with extra practice

Teacher projects a picture. Students write 5 items on a piece of paper. With a partner. students ask each other Did you pack...? Other student will answer with Yes, I did or No, I didnit

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Students will prepare the questions individually based on the hints. Students will move around the class answering each other's questions and trying to expand on the answers. Teacher will monitor and give WCFB at the end of class.

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