Sarah Schul Sarah Schul

Teaching Plan 8
Beginner level


In this lesson, the students will be introduced to the positive form of the simple past tense. Students will be introduced to both regular and irregular past tense verbs. The lesson will be focused on introducing the meaning, form, and pronunciation of this language as well as providing some controlled and semi-controlled practice in the context of a journey.


Abc Journey Pics
Abc V2 words
Abc Tuk-Tuk Reading
Abc V1/V2 HO

Main Aims

  • To provide clarification and controlled and semi-controlled practice of the past tense (positive, regular and irregular) in the context of a journey (travel).

Subsidiary Aims

  • To provide product writing practice of sentences using past simple tense in the context of a journey.


Lead-in (4-6 minutes) • to introduce the context of a journey and elicit the TL from the students

Before lesson, T draws a timeline at the top of the WB and labels "Now". T uses pics on WB to elicit relevant vocab from students, arranges pics in such a way that it is clear that a "journey" took place in the past. (See WB Plan) T models guessing a verb based on a picture (eg. "play") and gestures to sts to brainstorm about what verbs they can use in these pictures in pairs. T elicits vocab from sts and uses miming/gestures to elicit further words if necessary. Where vocab cannot be elicited, T pre-teaches vocab and gives MFP for key words. T may choose the do drilling for certain vocabulary. After placing pics, T elicits "past" from students by indicating "Now" and using model sentence "Now, I am in Istanbul" and asking "What about before?" T asks CCQs to clarify past: Did this happen before or after now? Before. Is the past today? No.

Meaning and Form Introduction (3-4 minutes) • to provide clarification of the meaning and form of past simple tense

T points to the picture of Izmir, and asks, "Am I in Izmir now?" elicits from students "No, you were in Izmir in the past/in 2010/last year/etc" T gestures to pic of regular verb (eg. play backgammon, live in Izmir) and elicits from sts the verb. T elicits from sts how to make a sentence about the past using reg verbs (repeats using a few different verbs): (2min) {play, live, travel, want, visit, walk, like, love} T provides form by writing model sentence on WB. (boxes V2 with different color and writes "S + verb + ed" above model sentence on board) T circles "verb + ed" in different color, tries to elicit V2, (if sts cannot provide, T will introduce: "We call this V2. V2 is the past tense verb."

Find regular verbs in reading (3-4 minutes) • to identify regular past simple verbs in a text.

T chests reading HO (given to them during lesson 1) and gestures scanning to find -ed verbs. S work in pairs to find and underline verbs in text. (2 min) T elicits examples from sts to check answers.

Pronunciation Practice (2-3 minutes) • to provide practice pronouncing the positive form of the past simple by drilling.

T models sentence aloud, gestures to students to repeat. T does drilling with a few different model sentences, breaking down into phonemes and smaller pieces as necessary for sts production. T will use varying patterns for drilling including: boys/girls, left/right, open pairs, indiv, WC. If a st is doing very well T may choose to have them model for WC and WC repeat.

Conjugating regular Past Simple Verbs (2-3 minutes) • to practice changing V1 into V2 and vice versa

T chests HO, modeling writing to the correct verb in the blank space. T does one model for regular verbs T indicates to students that they must not turn over paper. Sts complete HO in pairs (2 min). T elicits answers from sts to check.

Irregular Verb Focus (3-4 minutes) • to introduce irregular past tense verbs

T gestures to irregular verb pic (eg. flew to Izmir, bought a map) and elicits from sts the verb. If students can provide V1 form, T tries to elicit V2 buy asking "Did I fly to Izmir today?//Did I buy a map today? No. How can we say this in the past?" T may also begin spelling the word to aid in eliciting. T repeats this process until a few different verbs have been elicited. Irregular verbs: fly, drive, buy, go, left, have, get, meet T asks sts to brainstorm some sentences using these verbs in pairs (2 min). T elicits model sentences from the sts and writes 3 on WB (boxing V2 in a different color): (I flew to Izmir, I went to Ephesus, I bought a map.) T elicits from sts whether these verbs are the "same or different" (different.) and is there a rule? (no.) --> we call these irregular words because they are all different, they don't use "ed" T does drilling to practice pronunciation of irregular verb examples. (Final sentence for regular drilling should be something with "went")

Find Irregular Verbs in a text (2-3 minutes) • To recognize irregular verbs in a text about a journey

T chests reading HO (given to them during lesson 1) and gestures scanning to find irregular verbs. Models by miming underlining 1st example. S work in pairs to find and underline verbs in text. (2 min) T elicits examples from sts to check answers.

Conjugating irregular Past Simple Verbs (3-4 minutes)

T chests HO, modeling writing to the correct verb in the blank space. T indicates to students to turn over paper. Sts complete HO in pairs (2 min). T elicits answers from sts to check.

Substitution drilling (3-4 minutes) • to practice pronouncing regular and irregular past tense verbs in sentences and be able to substitute common collocations.

T introduces substitution drilling by modeling sentence with new verb/object (after modeling, T writes new options in list on WB), elicits what is different about the sentences. T says new word (eg. travel) and then full sentence to model activity. T asks indiv sts and then has sts ask each other. (open pairs, then maybe closed pairs). "I went to Izmir" --> "I travelled to Izmir" Verbs to use: go, travel, fly, drive "You bought a map" --> "You got a map" Verbs to use: buy, get, have Objects to use: map, car, ticket After sts practice a few in pairs, T does ECFB: (Possible errors: non-collocations, "I played Izmir", "I visited to Izmir", "You got map")

Controlled Practice: Irregular/Regular Categories (5-6 minutes) • to categorize past tense verbs according to regular/irregular

T splits the sts into 2/3 groups by giving each student an animal (bird, tiger, monkey) and gesturing to where each animal should form a group. T draws 2 categories on WB, "Regular" and "Irregular". T models putting a verb paper in the right category. T distributes a portion of the full list of verbs to each group. Sts discuss how to categorize their verbs with their group and then stick them in the correct place on WB. (4min) Sts check each other's work, making sure all verbs are correctly categorized. T does quick ECFB if necessary but avoids going over every answer unless there is a problem.

Board Rush Activity (6-8 minutes) • to practice recognizing V2 when given V1

Now that the verbs are all on the WB (T may choose to rearrange them slightly), T organizes the sts into 2 teams (may be same as previous groups or may split this time using colors) and has the sts stand in 2 lines facing WB. T says V1 and models choosing the V2 form from WB. Sts will play 2 at a time, earning points for their team. (5-7 min) T congratulates winning team and gestures to sts to sit down in their seats (keeping the verbs they chose with them).

Writing Sentences using Past Simple (5-7 minutes) • to practice accuracy production of sentences using the past simple

T models using a paper with V2 and creating a sentence (eg. flew --> "We flew in an airplane."//"I flew to Istanbul") Sts write a sentence (PW or individually) and check with a partner. T elicits a few sentences from sts to spot check. Sts work in groups to make stories about a journey by combining their sentences/verbs. They may also use other verbs that they know. Sts should write their stories down. At the very end, T does ECFB. (IF TIME) A few st volunteers share their stories with WC OR Sts stick their stories on walls around the room, rotate between them reading what their peers wrote and correcting them.

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