Kevin O'Grady Kevin O'Grady

Lesson 7 - Reading and Daily Activities
Elementary level


In this lesson, students will read a text and solve an information gap situation using past simple and irregular past simple verbs in the context of what happened last week.


Abc Whiteboard

Main Aims

  • To provide detailed reading practice of extracting key information using a text about what happened last week from daily activities.

Subsidiary Aims

  • To provide practice using past simple for regular and irregular verbs.
  • To provide fluency speaking practice in a conversation in the context of what you did last week


Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

Teacher: Welcome the students and ensure familiar with all their names. Write names of students attending to the left of the whiteboard. Teacher: How was your weekend? What did you do? Elicit at least one response per student in past simple. Teacher can write these on the whiteboard on the top right in the Vocabulary section. (See Whiteboard plan) Teacher: (Encourage students to ask) I worked on assignments and I called my brother. We speak every week on Sunday and we talk about our week. Do you have someone you call each week or see once a week? Elicit several responses from students. T-SSS-T Teacher INTRODUCES CONTEXT - Today we are going to be discussing what you did last week.

Pre-Reading (10-12 minutes) • To prepare students for the text through review of past simple structure used in the text and set the scene for roll play.

Later in the class we will do a reading exercise from diaries. Elicit an explanation of a diary. Someplace you write what you did every day. So we will see a lot of verbs in the past. (e.g I am here in British Side, yesterday I was in Rumeli Hisari). Can we review it together? T-SSS 1 min Split the board into positive and negative and questions. (See Whiteboard planner) Ask students to come up and fill in the blanks. If 3 students get them up to do one section each, or if 4 assign 2 students to question. GW 4 min Can you give an example with an irregular verb like in "I go shopping". Have students write on the whiteboard and read what they wrote to the class. GW 2 min TEACHER SET CONTEXT FOR THE ROLL PLAY. You will play the part of (2-4) people that wrote in their diary what they did each day last week. You will read your diary and then ask questions to find out what person did the same thing as you on the same day. T-S 2 min Check understanding: How can you ask about Tuesday? Elicit the question "What did you do on Tuesday?" from students. Introduce the lexis - "What were you up to on Friday?" SSS-T 1 min

While-Reading #1 (7-9 minutes) • To provide students with less challenging gist and specific information reading task

Teacher: Here is your role sheet. (Hold up an example sheet). Read the diary on the sheet and write 2-3 words about what you did in the column at the bottom with ME. Model on the whiteboard. "I jogged in the park for an hour and a half. It started to rain. I got very wet" Write "jogged in park" on the whiteboard or gesture writing "jogged in park". You do NOT need to know every word. No dictionaries (gesture to Ferhun's dictionary if he has it). You have 5 minutes to complete the task. T-SSS 1 min ICQ's - How many words will you write for Tuesday? 2 or 3. Just for you or for everyone? Just for you. How many minutes? 5 T-SSS -T 1 min DISTRIBUTE THE ROLE SHEETS. Students to read individually. S 5 min (Teacher to monitor progress)

While-Reading #2/Discussion (14-16 minutes) • To provide students with additional reading tasks on sub-skills of extracting key information and vocabulary in context

Teacher: Now, work in pairs (gesture pairs (or group if only 3) to ask what you did for each day last week. If your partner did the same thing as you put a tick (draw a checkmark on the whiteboard) and = sign on the whiteboard). If your partner did not do the same thing as you write an X (draw an X and does not equal sign on the whiteboard). T-S 2 min If there are only three students, students will work all together for 10 minutes. If there are two students, teacher can join as a third person also to have more information to compare. Or 2 Students can do twice with the other unused roles. S-S 10 minutes. Teacher to monitor and facilitate peer to peer explanation of vocabulary. Teacher CHECK ANSWERS- Ok, let's see who did the same things. Who did the same thing on Monday? What did you do? Was there any day no one did the same thing? Was there any day they all did the same thing? ELICIT RESPONSES FROM STUDENTS. If they don't have responses, can encourage them to check as a group for 2 minutes. T-SSS-T 3-4 min

Post-Reading (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Teacher: Ok, let's play game. Take 2 minutes and think of 5 things you did last week on any day. Write only 3-4 words. Watched TV - Thumbs down. Took flight to Paris - Thumbs up. Gesture that if the others say watched TV - no points. Mark on whiteboard - watch TV 0 point, Took a flight to Paris 1 point. I take flight Paris 0 points. ICQ's - Did I fly to Paris last week? No Does it need to be true? No Different (point to not equal sign)? Yes. Get students to ask the others - Did you take a flight to Paris?. T. S-S (Think-Pair-Share) 6-8 minutes. Teacher to keep score or elicit to students to keep score. If time permits, play the game again with students needing to pick the same responses as others to score points. More points for how many also say the same answer. S-S 5 min Wrap-Up: Thanks for coming. I had a great time practicing the simple past with you.

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