Ana Ramirez Ana Ramirez

Simple past
Pre-intermediate level


In this lesson, students practice the simple past by telling a story or an anecdote they've had with customer service.


Abc Textbook

Main Aims

  • To provide review and practice of the simple past tense in the context of products and customer service.

Subsidiary Aims

  • To provide fluency speaking practice in a in speaking about themselves in the past, to tell anecdotes or past experiences


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

1. Tell them an anecdote about a customer service experience that I had last month with my bank. Ask them if something similar has happened to them.

Exposure (8-10 minutes) • To provide a model of the task and highlight useful words and phrases

1. Play an audiotrack for gist listening from the text book which includes two people speaking about their experiences with customer service. They are speaking about their good or bad experience in the simple past. 2. Play audiotrack again for detailed listening. They have to complete a chart from the book which includes the following questions: What did the custimer order? What was the problem? How did they contact the company? How did the company respond to the problem? What solution did the company offer? 3. Whole class feedback and correction. Make students read the audisocript outloud and underline the examples of the simple past they have found, making emphasis en MFPA.

Task (15-20 minutes) • To provide an opportunity to practice target productive skills

1. Put them into groups of two or three (breakoutrooms). Instructions: work with a partner. Think about a good or bad customer experience you have had. Use questions in exercise 8 to help you (the chart and script from previous activity). Write a paragraph about the experience. . 2. Provide them time to prepare and write the paragraph (10 minutes). 3. Students do the task (talk to each other about their experiences with cutomer service in the simple past tense) (10 minutes)

Planning (6-6 minutes) • To provide an opportunity to plan students' reports

1. Ask students to send their paragraphs via chat. 2. Copy and paste the paragraphs on jamboard slides for peer-correction and feedback.

Report (10-15 minutes) • To allow students to report on how they did the task and how it went

1. Instructions: tell the whole class about your partner's experience. What happened to him / her? 2. Students report on each other's experiences. 3. T asks students how did they feel and how they think the activity went. Students share their opinions

Language Analysis (15-20 minutes) • To clarify the meaning, form and pronunciation of the task language

1. Teacher shares screen with student's written paragraph's on jamboard. 2. Students read each paragraph and provide peer-correction. 3. Teacher highlights the examples of the past simple with the student's produced language, insisting on the MFPA. Teacher highlitghts good use of language and provides more correction if needed.

Web site designed by: Nikue