Ela F. Yegen Koumpos Ela F. Yegen Koumpos

TP 2 October 13th, 2018 Ela Funda Yegen Koumpos
Pre-Intermediate level


This lesson continues with a similar context (holidays) to the previous lesson and continues the story started in the reading, but changes the focus to grammar.


Abc Guided Discovery Worksheet
Abc Joe's Text Lead-in Questions
Abc Joe's text
Abc LISTENING 3c and 3d
Abc Grammar past simple/ regular and irregular verbs
Abc Laura and Joe's text
Abc 2A (a) Past Simple Tense Gap fill
Abc 2A(b) Past Simple Questions for Interview

Main Aims

  • To provide students with clarification, review and practice of simple past in the context of holidays.

Subsidiary Aims

  • To provide gist and detailed listening practice using a text about Venice in the context of holidays
  • To provide fluency speaking practice in an interview in the context of holidays


Lead-in (3-5 minutes) • To get students interested in the topic

Greet students. Ask some questions about their week. Give Joe's text and the questions about it to remind students what he said in the reading. Students read the text and find the words with their pairs.

Exposure (5-7 minutes) • To expose students to the TL in context through listening.

Ask how Joe felt after his holiday with Mia. Nominate some students and elicit answers. Script: How did Joe feel after his holiday with Mia? Why did they break up? (TS) Tell students that they are going to listen to Mia and Linda. Ask "Who is Mia?" to elicit Joe's girlfriend, and Who is Linda? to elicit Laura's friend. Tell students that they should find out if she agrees with Joe about the holiday. (Listening 3a, tr 34) After listening, ask students " Does she agree with Joe about the holiday?" What things didn't she like about Joe? Elicit ss' answers. ( Yes. Mia agrees with Joe about the holiday) Repeat the process for Linda by playing the audio to elicit her opinion of the holiday (Listening 3c, tr 35) After listening, ask students " What is Linda's opinion about the holiday?" Elicit her opinion of the holiday. ( Linda doesn't agree that holiday was a disaster. She loved it) Elicit some feedback before the next stage.

Highlighting (7-9 minutes) • To draw students' attention to the target language

Show Laura's text on the slideshow. Tell students to focus on the questions about Laura's text. Point out the questions. (Listening 3c, tr 35)Play the audio again to get students to answer the questions. Get students to compare with a partner, and then check the answers. (WC) 1. Venice is paradise and not expensive. 2. They went on a gondola, saw museums, had fantastic food. 3. It wasn't expensive. 4. She wants to go somewhere with Isabelle and Laura. Ask ss who they sympathize most. Joe or Mia? Laura or Linda,? (Listening 3d) To make sure that students understood the verb sympathize, ask ICQs. 1. Are we going to talk about their problems? ( No) 2. Are we going to talk about the person who we cared and understood most? (yes) SS. discuss in small groups.

Clarification (12-14 minutes) • To focus students on MFP of the target language

Write a sentence on the board from the reading text. -Last October I went on holiday to Thailand.- Write the verb went in red. Ask CCQs. 1. Are they in Thailand now? (No) 2. Are they going to Thailand in the future? (No) 3. When did they go to Thailand? (Last October) Draw a timeline on the board and indicate past tense. Ask ss. " What did you do last October?" Elicit some answers. Show Guided Discovery Worksheet on PPT. Tell ss. that they will match the sentences with the correct definitions. Distribute Guided Discovery WS. Students work in pairs . Check as a class. Script: Today we are learning simple past tense. Let's have a look at some details about this tense. Reflect Past Tense Verb to Be Chart. Fill in together with ss. on the board. Elicit answers. Reflect Past tense Regular and Irregular Verbs chart. Give example WH questions. "Where did you stay?" "Where did you go?" Ask ss to find regular and irregular verbs in Joe's text. (4a)Distribute Grammar sheet. (4a-c)Ss. work with pairs and complete the activity. w/c feedback. go-went spend-spent begin- began want-wanted leave-left stay-stayed be-was/were know-knew argue-argued sunbathe-sunbathed take-took Show Grammar Sheet part b, tell students to work in pairs to find and underline the positive past simple verbs in Laura's text. (4b) Remind ss some verbs are repeated, they only need to underline once. Check answers and elicit the infinitives. booked- book, rented-rent, asked-ask, could-can, felt-feel, had-have, said-say,was-be,went-go, cost-cost, complained-complain,wanted-want, bought-buy, ate-eat, invited-invite, chose-choose, paid-pay Tell students to work in pairs again and underline two negative past simple verbs in two texts. (Listening c)Check the answers. Give them a minute to remember how to make negatives and questions. (Joe's text: didn't show Laura's text: didn't want) normal verbs: (-)didn't+infinitive (e.g. didn't show them) (?)did (you,etc)+ infinitive? (e.g. Did you show them?) was/were (-) wasn't / weren't (e.g. It wasn't cold) (?) were(you etc.)? was (he etc.)? Was it nice? Could (-) Couldn't (e.g. we couldn't stay very long) (?) Could (I,you etc.) (e.g. Could you swim there?) Nominate ss. Check answers

Controlled Practice (4-6 minutes) • To check students' understanding of meaning and form.

Get students to go through the gap fill activity individually. (p:129 U2A) Give 2 minutes for the peer check and continue with W/C FB.

Semi-Controlled and Freer Practice (9-10 minutes) • To further consolidate the TL and allow for some production

Use p:129, U2A ex. b to give students practice in simple present question forms. Ss. in pairs, complete the questions in the past tense. Monitor and provide language focuses if needed. Take notes for the good language and the language that needs reformulation. Write the good and the incorrect language forms on the board. Elicit answers and give feedback. Ask students to interview someone from another group using the questions.

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