Gaibrial Garai Gaibrial Garai

Simple Past - Affirmative
Elementary level


In this lesson, the students learn how use past simple to talk about events that happened in the past. Only the affirmative form is presented today. After MFP is explained, Ss are given controlled and freer practice tasks.


Main Aims

  • To provide review and practice of simple past affirmative verbs in the context of travelling and other interesting life events or experiences

Subsidiary Aims

  • To provide gist reading practice using a text about travel
  • To provide scan in the context of a past travel experience (insert the correct verb)


Lead-In (4-7 minutes) • to engage the learners and introduce the topic of traveling

T presents 1st slide, and asks Do you like travelling? / Where is your favourite place? T encourages a little conversation among the Ss.

Reading for Gist (4-6 minutes) • to provide practice to find the main idea in a short text

T displays 2nd slide, and tells Ss to quickly read the text about the T's mother visiting her sister in Cuba. Students are given just 2 minutes to read and choose the best title. Before the answer is discussed with the class, Ss are given an opportunity to share their answer with each other (2 minutes). Open Feedback follows.

Presentation of simple past - regular and irregular (8-10 minutes) • to teach or review MFP of simple past (affirmative) - regular and irregular

Before T uncovers the grammar boxes on the slide, some concept Qs are asked to clarify the meaning: When did this happen? How do you know when that happened? Do we say look or looked? Why? Then the forms are presented in the yellow and green boxes. T explains how the endings are added, and how in some cases irregular forms are used. T asks Ss to repeat, then elicits / engages the Ss to talk about how words are pronounced and formed. (7-10 min)

Controlled Practice (8-10 minutes) • to give Ss conttrolled practice of past simple verb forms

T shows 1st Practice Slide to Ss, explains that they must decide the right places for the given verbs. The text is about the T's travel to Puerto Rico, and at this stage Ss do not need to change any ending or think of an irregular past form - instead, it is easier, as they only need to decide on how to fill in the gaps with the possible options. Students are given directions, the slide, then asked to read and decide on the answers. After 4-5 minutes Ss are given talking time by asking them to share their answers with their peers, in breakout rooms, if there are four Ss. T monitors, and helps only if Ss are struggling or they ask Qs. This is followed by OC feedback to take up the answers.

Freer Practice (10-12 minutes) • To give an opportunity for learners to practise using simple past verb forms, telling each other real-life events that happened in the past

T displays the last slide, and gives directions. Ss are to ask and answer each other regarding when they did certain things, such as when they startedto learning English. T gives a clear example by modeling a quick conversations, asking one of the Ss to be a part of the quick dialogue. T asks concept Qs, such as What are you going to do? Are you going to say I went... I stated .... or I got....? Where can you choose answers from? Ss can practise in breakout rooms. (7-10 minutes) T monitors and takes notes.

Delayed Error Correction (2-3 minutes) • to give feedback on some important errors that the Ss made, and also to point out what went very well

T brings Ss' attention to some structures / sentences that were great, and some that need corrections. T asks Is it correct or incorrect? Or T can reformulate errors, making sure only a few are covered at this time (the most important ones) About 2-3 minutes.

Speaking 2 (15-20 minutes) • to enable Ss to use verbs in the past tense to talk about real situations

Teacher uses CCQs and eliciting to activate vocabulary, and teach / review MFP of verbs on green sticky notes. T tells Ss to work in pairs and tell each other about the past situations written in the three circles. T monitors, and takes notes of most important errors. Ss are then regrouped, They tell each other about what they just learnt. ("My partner was... She ... ) - using simple past forms. This is followed by a Open Class Feedback, as well as Delayed Error Correction. T praises Ss regarding great examples, and elicits how some errors can be corrected.

Kahoot Game (6-10 minutes) • to check Ss' knowledge of past tense verb forms: regular and irregular

T and Ss play a game of Kahoot, This is a good way to end the lesson. It is a kind of exit ticket to see what was difficult, what the Ss learnt, and what still needs revisiting.

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