Anjie Kabbani Anjie Kabbani

TP #7
Elementary level


Students will study grammar about the difference between the simple past regular and irregular verbs, affirmative and question form depending on the context 'My vacation last year'


Abc Guided Discovery
Abc Eiffel Tower Picture
Abc Simple Past exercises
Abc My last vacation "Speaking Task"
Abc Pronunciation Chart
Abc cut-ups

Main Aims

  • To provide clarification and practice of the simple form of regular and irregular verbs.

Subsidiary Aims

  • Using the past form through a speaking practice.


Lead-in and focus on the meaning of the target language (5-7 minutes) • To set lesson context and engage students

Show the students pictures about my vacation in Paris last year. And I'll write on the board "In my last vacation, I traveled to Paris last week, what did you do?" I'll elicit the meaning by asking them: Am I now in Paris? no Is it in the past present or future? Past Did I travel once or twice? Once And I'll ask them to talk in pairs and then get feedback from them an write some sentences on the board.

Focus on the TL - form (8-10 minutes) • To focus on the form of the target language

I will put two sentences on the board (regular and irregular) "I visited Eiffel tower last year, I met my cousin in Paris" in the affirmative form and ask the students whether there is a difference between both sentences. Then I'll give HOs to the students to do alone and then check their answers with their partners then we will check the answers together to elicit the form of the past simple form (guided discovery) A. I visited Eiffel tower last year. B. I met my cousin in Paris. 1. In sentence A, is the verb “visited” in the present or past? 2. What are the last two letters in the verb “visited”? 3. Is the verb ”visited” regular or irregular past form? 4. In sentence B, is the verb “met” in the present or past? 5. Is there “ed” at the end of the verb “met”? 6. Is the verb ”met” regular or irregular past form? Then I will elicit the rule of the affirmative form and I will elicit the question form as well. using where did she go last year? She went to Italy. Did she enjoy in Italy? yes, she did- No, she didn’t

Controlled Practice #1 (3-5 minutes) • To concept check and prepare students for more meaningful practice

I'll give the students HO exercises about the past form to practice individually and the with their partners. I will monitor and help. and write the answers on the board.

Focus on the TL - pronunciation (8-10 minutes) • to focus on the pronunciation of the target language

I will let the students to focus on the -ed pronunciation. First, I will focus on drilling of the following verbs walked, played, carried, loved, stopped /id,t,d/ and the forming of /y/ (if we have a vowel before y we dont change the word ending, but if we have a consonant befor y we change y into i + ed). then I will give them Hos to add -ed to the verbs and then check the pronunciation of the verbs, check in pairs and check through a listening script.

Controlled Practice #2 (3-5 minutes) • To concept check and prepare students for more meaningful practice

The students will have 4 sentences in cut-ups and will ask them to arrange them together to have 4 good sentences in both affirmative and question forms

Freer Practice (7-9 minutes) • To enable the Ss to practice the target language through a Speaking task

I will model the speaking task on the board. I'll put set of questions and I'll elicit the answers from the Ss. then after I answer all the questions, I'll use my students to speak fluently about my last vacation. I'll give the students 1 minute to answer the questions, then I'll ask them to ask their partner and the other colleagues. Then I'll discuss with them about the most interesting vacation they've heard from their friends.

Feedback and Error Correction (1-2 minutes) • To provide feedback on students' production and use of language

T will write down the errors and mistakes she has heard while monitoring round the class.

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