Selin Selin

Pre-Intermediate level


In this lesson, students will learn simple past tense within the context of memories of the school. The lesson will start with a short talk of students' remarkable school memories to remind of the previous lesson. In the following parts of the lesson, students will learn about the simple past tense with a focus on infinitive, positive, negative and interrogative forms. Finally, the lesson will be reinforced with a set of controlled and semi-controlled practices.


Abc Kerr, P. (2012) Straightforward Pre-int SsBk 2nd Ed. Macmillan
Abc Scrivener, J. et al (2012) Straightforward Pre-Int WkBk 2nd Ed. Macmillan

Main Aims

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

Subsidiary Aims

  • To give students practice in speaking for fluency.


Warmer/Lead-in (5-10 minutes) • To set lesson context and engage students

Since this is a continuity of the previous lesson, the teacher introduces the lesson within the previous lesson's last activity which is listening. The teacher starts with writing "my favourite school memory is..." on the board, then talks about her own school memory with a short talk. Then, the teacher asks the students to talk about their remarkable school memories by working in pairs.

Highlighting (5-7 minutes) • To draw students' attention to the target language

The teacher briefly reminds and checks what they have understood from the listening track in the previous lesson and then, gives them the tapescript by asking them to find and underline the structures of simple past tense in the script.

Clarification (15-18 minutes) • To clarify the meaning, form and pronunciation of the target language

The teacher goes over the tapescript and checks students' answers as a whole-class and then, writes a structure in the past form on the board by choosing one regular and one irregular form, explains the use of past form through a timeline and focuses on positive, negative and iterrogative form of the past form in this stage. Then, the teacher asks the students to do the ex1-2, page 16 in the students' book. The teacher checks the answers as a whole-class. Finally, the teacher focuses on few phonological components of the structure in this stage briefly.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

The teacher moves on the ex3, page 16 in the students' book. The teacher asks the students to fill in the gaps in the exercise by working in pairs. After finishing the exercise, the teacher asks them to change their papers and check their partners' answers through the whole-class feedback.

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

If time permits, the teacher asks the students to do ex4, page 16 which is a task of writing similar dialogue by working in pairs, then students interview with their partners. Or, (if therei is less than ten minutes...) the teacher focuses on the students' outputs which are errors and corrects them on the board by using terminology as a prompt, drawing gaps, etc.

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