Rachel Rachel

Past simple lesson plan
Pre-Intermediate level


In this lesson, students review and practice the past simple using a text about falling in love and several practice tasks


Abc Student Workbook
Abc Teaching English Grammar

Main Aims

  • To provide review of past simple in the context of falling in love

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of falling in love


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

1. Share screen google slide. Do you believe in love at first sight? Where are good places to meet new people? 2. You will have 3 minutes to discuss in BOR. 3. Share answers, write down how many yeses and nos. Write down good places to meet people.

Exposure (7-8 minutes) • To provide a model of the task and highlight useful words and phrases

Gist Reading: 1. Next slide. Look at picture and title. What do you think this article is about? Discuss in groups for 1 minute. 2. BOR for 1 minute. 3. Share form link. Read article quickly, and see if you were right. You have 1 minute. 4. Did you guess correctly? Intensive Reading: 1. Share screen and Google form link. 2. Read the article again. This time write down all the past simple verbs you can find. Demo verbs from first sentence. ICQ: are you writing all the verbs or just the past simple? (just past simple) 3. You have 2 minutes to work on your own. Now you have 2 min. to compare answers. 4. Put in BOR to compare answers. Monitor rooms to see if any problems need to be addressed. 2 min. 6. If there was any confusion in BOR, elicit responses from students (is this a past simple verb?)

Clarification (13-15 minutes) • To clarify the meaning, form and pronunciation of the task language

Meaning 1. Share slide screen. Let's talk about meaning. Ask one student to read first sentence, etc. CCQ: 2. They met. Did they meet in the past? (yes) Are they still meeting for the first time? (no) 3. They started to talk. Did they start to talk in the past? (yes) Are they still starting to talk? (no) 4. He fell in love. How many times did he fall in love? (one time) Was it in the past? (yes) 5. He asked her to marry him. Did he ask in the past? (yes) Is he still asking? (no) 6. Show 2 Timelines--choose correct timeline for these sentences. (past simple) Use scribble to circle correct one. Form 1. Moving on to form. Next slide. All these sentences begin with the same structure. What is it? (subject pronoun + past simple verb) copy and paste into slide 2. Is met a regular or irregular verb? (irr.) started? (reg) fell? (irr.) asked? (reg) Move sentences to correct column. How can you tell if a past simple verb is regular? (-ed ending) What is the present tense form of met (meet) and fell (fall)? 3. Next slide. Complete the chart with the correct past simple form of the verb. Demo one. Work in groups for 2 minutes. Monitor and review problem words. Pronunciation 1. Next slide. Where is the stress in these sentences? Place dots. 2. Look at the regular verbs started and asked. Do the endings sound the same or different? (different) What do you notice about the last sounds of start and ask? (voiced and unvoiced diphthongs) What else do you notice about asked? (k is not sounded--elision) 3. Insert phonemic spellings. 4. Next slide. Work in groups to put these past tense verbs in the correct ending category. Demo one. You have two minutes. Monitor and check for problems.

Controlled Practice (5-6 minutes) • To provide an opportunity to practice target productive skills

Let's practice a little more with the grammar. 1. Share google form. Demo first one. ICQ: what form of the verbs are you writing? (past simple) 2. Work for two minutes by yourselves. 3. Now check your answers in BOR for 2 minutes. 4. Monitor, and review problem words in class.

Freer Practice (3-4 minutes) • To provide an opportunity to practice the target language further

Let's use our target language in conversation. 1. Share slide. When did you last...go out to eat, stay in a hotel, see your best friend Demo. I went out to eat last week when I was on vacation at the beach. We went to one of my favorite seafood places and I ordered crab cakes. They were so delicious! 2. Ask each other these questions in your groups. Remember to use the past simple. You will have 3 minutes. 3. Monitor BOR

Feedback (4-5 minutes) • To provide feedback and delayed error correction

1. Use language heard from Free practice to demonstrate correct and incorrect uses of the target language. 2. Write on slide, ask student to choose if correct or incorrect.

Background • Anticipate classroom management problems

1. Clarify confusion about tasks by monitoring breakout rooms, asking ICQs. 2. If only 2 students, do not send to breakout rooms. 3. If students do not volunteer responses, call on individuals.

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