Marcela Marcela

Grammar - Past Simple
Pre-Intermediate level


Learners will review and practice past simple based on a reading task and exercises of the correct form of the verbs in the past simple. The lesson starts with a discussion about activities done yesterday. This is followed by a 'love' story reading where students read and check their ideas about predictions done with a photo and headline showed. There is clarification of the language and a controlled practice through gap-fill and finally a free practice via a speaking activity.


Abc Google Docs
Abc Jamboard
Abc Speakout Pre-intermediate Student's Book
Abc Google Docs
Abc Jamboard

Main Aims

  • To provide review and practice of the past simple in the context of relationships.

Subsidiary Aims

  • To practice pronunciation of regular past simple verbs.
  • To provide clarification of the correct form of the verbs in the past simple.


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

T asks SS work in pairs for three minutes and talk about what SS did yesterday: "What did you do yesterday?". SS have to talk about five events that they did yesterday.T shows on Joamboard the meaning of Past Simple. T makes sure SS understand the instructions: ICQs: Are we going to talk about recent events or just the past?: The past. Events from yesterday or today? Yesterday. T conducts OCFB.

Presentation through the text (8-10 minutes) • To provide context for the target language through a text

Gist task (Ex. 2A Students' Book). T asks SS look at a photo and the headline of article and answer these questions: 1) What do you think the story is about? 2) Do you think it was difficult for the tallest man in the world to find a girlfriend? Why/Why not?. SS have two minutes for gist task. T asks SS read the text quickly and then check their predictions. Learners only have three minutes. SS read the text and check answers in pairs. T conducts OCFB.

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

T asks learners work in pairs in breakout rooms and underline examples of verbs in the past simple (Ex. 6A. Students' Book). SS have 2 minutes.T makes sure SS understand the instructions: ICQs: Are we underlining nouns or verbs? Verbs. In the past simple or present simple form? Past Simple. SS read the text again to check answers. T conducts OCFB.

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

T shows on the Jamboard the form of Past Simple in its positive, negative and question form. T uses CCQs for proving the learners understood the form of the language, i.e. Are the sentences in the present? No. Are the actions finished? Yes. Is there any connection with the present? No. Do we know when they happened? Yes (usually). Are the events in the past? Yes. T elicits SS learn the verbs form for regular and irregular verbs in order to use the Past Simple. T provides SS the rules regular verbs with ending -ed- and the three different ways to pronounce regular past simple verbs and drills them chorally. T gives SS a worksheet (Ex. 6B Students' Book), in pairs SS work in breakout rooms and complete two tables with the correct form of the verbs in the past simple. T conducts OCFB and check the answers.

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

T shares students an exercise (Ex. 8A Students' Book) on Google Docs to be completed in pairs. T does CCQs related to the words in the box. Are the words nouns? No. Are they verbs? Yes. Are they in past? No. SS work in pairs for 3 minutes. T conducts OCFB to review the answers.

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

T shows SS a Speaking task (Ex. 9A and 9B, Students' Book) to be worked in pairs. SS have to write down five important dates in their lives, they need to use the language of the lesson: past simple. T asks SS work in pairs and answer questions about the dates. SS will try to guess what happened. E.g. A: 19th July 2006. B: Did you get married? A:No. I didn't. B: Did you start work? C: Yes, I did. T conducts learners feedback and DEC in the use of the target language.

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